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Tracing the development and patterns of sloyd teachers’ efficacy beliefs over the course of their careers
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences. (PeDi)
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences. (PeDi)
2015 (English)In: Techne series: Research in sloyd education and crafts science. A, ISSN 1238-9501, E-ISSN 1893-1774, Vol. 22, no 1, 30-43 p.Article in journal (Refereed) Published
Abstract [en]

This study investigates the patterns of teachers’ efficacy beliefs at different stages of their professional careers. In order to do that a questionnaire were constructed and distributed to 280 sloyd teachers and pre-service sloyd teachers in Finland and Sweden. An exploratory factor analysis (EFA) of the questionnaire answers gave us the following five factors: instructional skills, classroom management, motivating pupils, assessment competence and establishing routines. We used these five factors to compare means between novice teachers, mid-career and late-career teachers. The group of novice teachers estimated all five factors to be lower than did the mid-career and late-career teachers. Patterns of teachers’ efficacy beliefs at different stages showed that novice, mid-career and late- career teachers all estimated their classroom management ability the highest and their ability to assess pupils’ competence in sloyd as second highest. The findings indicated that novice teachers, in particular, lacked opportunities to discuss questions such as how to instruct, how to manage the classroom, how to motivate pupils, how to assess pupils’ knowledge and how to establish routines in a classroom. The findings also indicated that sloyd teachers’ self-rated assessment with respect to instructional skills increases up until the middle stages of their career, before flattening out. Finally we found that sloyd teachers in the latter stages of their career had different beliefs about their ability to perform important teaching activities that help pupils to learn sloyd. Consequently, it appears that sloyd teachers with extensive experience are better prepared for day-to-day teaching practice. 

Place, publisher, year, edition, pages
2015. Vol. 22, no 1, 30-43 p.
Keyword [en]
assessment competence, efficacy beliefs, classroom management, professional career, sloyd teachers
National Category
Psychology (excluding Applied Psychology)
Identifiers
URN: urn:nbn:se:liu:diva-114912OAI: oai:DiVA.org:liu-114912DiVA: diva2:792951
Available from: 2015-03-05 Created: 2015-03-05 Last updated: 2017-12-04

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Samuelsson, MarcusSamuelsson, Joakim

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Techne series: Research in sloyd education and crafts science. A
Psychology (excluding Applied Psychology)

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf