ABSTRACT

Since the turn of the 21st century, collective teacher efficacy has been positively associated with improved student outcomes, even after controlling for students’ socioeconomic circumstances or prior achievement. Despite a large body of literature examining professional learning for teachers, little attention has been paid to intentionally fostering teachers’ collective efficacy. Bandura posited 4 sources of information that contribute to the formation of efficacy beliefs, but limited research explicitly links the sources to processes and structures of professional learning. In this article, we offer insights into how collective teacher efficacy may have been shaped in the context of an Australian primary mathematics professional learning program. Through detailed descriptions of the program’s structures and processes aligned with Bandura’s 4 sources, we consider their potential to inform collective teacher efficacy. We conclude with recommendations for practice and further research.

摘要

自进入 21 世纪以来，即使在控制了学生的社会经济环境或之前的成绩之后，教师集体效能也与学生成绩的提高呈正相关。尽管有大量文献研究教师的专业学习，但很少有人关注有意识地培养教师的集体效能。班杜拉提出了四种有助于形成功效信念的信息来源，但有限的研究明确地将这些来源与专业学习的过程和结构联系起来。在本文中，我们深入探讨了在澳大利亚小学数学专业学习计划的背景下如何塑造集体教师效能。通过对与班杜拉的 4 个来源一致的计划结构和流程的详细描述，我们认为它们有可能提高教师集体效能。最后我们提出了实践和进一步研究的建议。