Teacher self-efficacy as an aspect of narrative self-schemata. (January 2022)

• Record Type: Journal Article
• Authors: Marschall, Gosia; Watson, Steven
• Is Part Of: Teaching and teacher education. Volume 109(2022)
• Publication Date: 2022-01
• Subjects: Teacher professional learning -- Teacher self-efficacy -- Narrative identity -- Affect -- Self-schemata; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2021.103568
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: This study represents a theoretical investigation of teacher self-efficacy using abductive interpretative phenomenological analysis in the context of initial teacher education. We reveal the process through which a pre-service teacher's self-schema adapts in response to his first classroom teaching experience. We also observe that narrative has a role in this self-schema adaptation. Consequently, we show that teacher self-efficacy is an aspect of a more generalised narrative self-schema. This offers an alternative perspective on how teacher self-efficacy is developed. It contributes to a deeper understanding of pre-service teachers' professional learning and a new understanding of the concept of self-efficacy more generally. Highlights: Narrative imagination is central to how we make sense of affective experiences and cope with complex demands of our lives. Teacher self-efficacy appraisal attends to wider conceptualisations of narrative self or narrative self-schema. Teacher self-efficacy is in much closer relationship with narrative identity formation than previously articulated.