The development of teacher self-efficacy from preservice to early career teacher: a systematic review of development and methodological quality in longitudinal research

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Research & Method in Education Pub Date : 2021-10-20 DOI:10.1080/1743727X.2021.1990879

Kang Ma, A. Mcmaugh, M. Cavanagh

引用次数: 2

Abstract

ABSTRACT Teacher self-efficacy (TSE) is one important construct in teacher education research and malleable at early career stages before becoming resistant to change once established. Longitudinal research plays an essential role in capturing TSE changes and although it has been claimed to be lacking, no systematic methodological review of these studies has been published. This systematic review aims to clarify the nature of the longitudinal study of early career TSE and evaluate the methodological strengths and weaknesses of this research. A total of 41 articles published between 1977 and 2018 were included and their methodological quality was evaluated and reported based on key principles of longitudinal research design, resulting in the identification of significant design,construct and measurement concerns. Suggestions for future longitudinal research on TSE are offered.

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教师自我效能感从职前到职初教师的发展:纵向研究发展与方法论质量的系统回顾

教师自我效能感(TSE)是教师教育研究中的一个重要构念，在职业生涯早期具有延展性，一旦确立就会产生抗拒性。纵向研究在捕获TSE变化方面起着至关重要的作用，尽管有人声称缺乏，但尚未发表对这些研究的系统方法综述。本研究旨在厘清职业生涯早期TSE纵向研究的本质，并评估本研究在方法上的优势与不足。共纳入了1977年至2018年间发表的41篇文章，并根据纵向研究设计的关键原则对其方法学质量进行了评估和报告，从而确定了重要的设计、构建和测量问题。对未来的实证研究提出了建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Research & Method in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.70

自引率

5.00%

发文量

期刊介绍： The International Journal of Research & Method in Education is an interdisciplinary, peer-reviewed journal that draws contributions from a wide community of international researchers. Contributions are expected to develop and further international discourse in educational research with a particular focus on method and methodological issues. The journal welcomes papers engaging with methods from within a qualitative or quantitative framework, or from frameworks which cut across and or challenge this duality. Papers should not solely focus on the practice of education; there must be a contribution to methodology. International Journal of Research & Method in Education is committed to publishing scholarly research that discusses conceptual, theoretical and methodological issues, provides evidence, support for or informed critique of unusual or new methodologies within educational research and provides innovative, new perspectives and examinations of key research findings. The journal’s enthusiasm to foster debate is also recognised in a keenness to include engaged, thought-provoking response papers to previously published articles. The journal is also interested in papers that discuss issues in the teaching of research methods for educational researchers. Contributors to International Journal of Research & Method in Education should take care to communicate their findings or arguments in a succinct, accessible manner to an international readership of researchers, policy-makers and practitioners from a range of disciplines including but not limited to philosophy, sociology, economics, psychology, and history of education. The Co-Editors welcome suggested topics for future Special Issues. Initial ideas should be discussed by email with the Co-Editors before a formal proposal is submitted for consideration.