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Developing Personal Teaching Efficacy in New Teachers in University Settings

James P. Burton, Nola-Jean Bamberry and Jason Harris-Boundy
Academy of Management Learning & Education
Vol. 4, No. 2 (Jun., 2005), pp. 160-173
Published by: Academy of Management
Stable URL: http://www.jstor.org/stable/40214284
Page Count: 14
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Developing Personal Teaching Efficacy in New Teachers in University Settings
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Abstract

Confidence in one's ability to affect student learning in the classroom, or personal teaching efficacy, is an important predictor of instructor innovation, persistence, enthusiasm, and student achievement. Although the concept of teaching efficacy has often been studied in elementary and secondary education, it has been all but ignored in higher education. We examine the effectiveness of a teaching seminar designed to increase the teaching efficacy of new students in a nationally recognized PhD program. In addition, we examine the interactive effects of the teaching seminar and the participants' positive and negative affectivity. Implications of these findings for faculty development are discussed.

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