Auto-efficacité des enseignants : quels outils d’évaluation utiliser ?

Valls, Marjorie; Bonvin, Patrick

doi:https://doi.org/10.7202/1036698ar

Abu-Tineh, A. M., Khasawneh, S. A., & Khalaileh, H. A. (2011). Teacher self-efficacy and classroom management styles in Jordanian schools. Management in Education, 25(4) 175-181. doi: 10.1177/0892020611420597

Google Scholar 10.1177/0892020611420597

Ahmad, I. (2011). Effect of teacher efficacy beliefs on motivation. Journal of Behavioural Sciences, 21(2), 35-46.

Google Scholar 10.1007/s11092-007-9032-9

Ahsan, M. T., Sharma, U., & Deppeler, J. M. (2012). Exploring pre-service teachers’ perceived teaching-efficacy, attitudes and concerns about inclusive education in Bangladesh. International Journal of Whole Schooling, 8(2), 1-20.

Google Scholar 10.1016/j.sbspro.2012.06.925

Al-Fadhli, H., & Singh, M. (2006). Teachers’ expectancy and efficacy as correlates of school achievement in Delta, Mississippi. Journal of Personnel Evaluation in Education, 19, 51-67. doi: 10.1007/s11092-007-9032-9

Google Scholar 10.1007/s11092-007-9032-9

Alkan, F., & Erdem, E. (2012). The relationship between teacher self-efficacy and competency perceptions of chemistry teacher candidates. Procedia – Social and Behavioral Sciences, 47, 1927-1932. doi: 10.1016/j.sbspro.2012.06.925

Google Scholar 10.1016/j.sbspro.2012.06.925

Allinder, R. M. (1994). The relationship between efficacy and instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95. doi: 10.1177/088840649401700203

Google Scholar 10.1177/088840649401700203

Almog, O., & Shechtman, Z. (2007). Teachers’ democratic and efficacy beliefs and styles of coping with behavioural problems of pupils with special needs. European Journal of Special Needs Education, 22(2), 115-129. doi: 10.1080/08856250701267774

Google Scholar 10.1080/08856250701267774

Andreou, E., & Rapti, A. (2010). Teachers’ causal attributions for behaviour problems and perceived efficacy for class management in relation to selected interventions. Behaviour Change, 27, 53-67.

Google Scholar 10.1375/bech.27.1.53

Andrews, J., & Lupart, J. L. (2000). The inclusive classroom: Educating exceptional children (2nd ed.). Scarborough, Canada: Nelson.

Google Scholar 10.1016/j.tate.2013.01.002

Anthony, A. B., Gimbert, B. G., Fultz, D. M., & Parker, R. A. (2011). Examining the relationship between e-coaching and the self-efficacy of novice teachers seeking certification through alternative routes. Journal of the National Association for Alternative Certification,6, 46-64.

Google Scholar 10.1016/S0742-051X(99)00062-1

Arsal, Z. (2014). Microteaching and pre-service teachers’ sense of self-efficacy in teaching. European Journal of Teacher Education, 37(4), 453-464. doi: 10.1080/02619768.2014.912627

Google Scholar 10.1080/02619768.2014.912627

Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacher Development, 11(2), 203-219. doi: 10.1080/13664530701414720

Google Scholar 10.1080/13664530701414720

Atiles, J. T., Jones, J. L., & Kim, H. (2012). Field experience + inclusive ECE classrooms = increased preservice teacher efficacy in working with students with developmental delays or disabilities. Educational Research Quarterly, 36(2), 62-85.

Google Scholar 10.1080/01443410.2013.814193

Avanzi, L., Miglioretti, M., Velasco, V., Balducci, C., Vecchio, L., Fraccaroli, F., & Skaalvik, E. M. (2013). Cross-validation of the Norwegian Teacher’s Self-Efficacy Scale (NTSES). Teaching and Teacher Education, 31, 69-78. doi: 10.1016/j.tate.2013.01.002

Google Scholar 10.1016/j.tate.2013.01.002

Avramidis, E., Bayliss, P., & Burden, R. (2000). Student teachers’ attitudes towards the inclusion of children with special education needs in the ordinary school. Teaching and Teacher Education, 16, 277-293. doi: 10.1016/S0742-051X(99)00062-1

Google Scholar 10.1016/S0742-051X(99)00062-1

Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17, 129-147. doi: 10.1080/08856250210129056

Google Scholar 10.1080/08856250210129056

Azar, A. (2010). Ortaöğretim fen bilimleri ve matematik öğretmeni adaylarinin öz yeterlilik inançlari [In-service and pre-service secondary science teachers’ self-efficacy beliefs about science teaching]. ZKU Journal of Social Sciences, 6(12), 235-252.

Google Scholar 10.1111/1467-9604.00237

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. doi: 10.1016/0146-6402(78)90002-4

Google Scholar 10.1016/0146-6402(78)90002-4

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.

Google Scholar Icône pour les DOIs Érudit

10.7202/1007737ar

Barouch Gilbert, R., Adesope, O. O., & Schroeder, N. L. (2014). Efficacy beliefs, job satisfaction, stress and their influence on the occupational commitment of English-medium content teachers in the Dominican Republic. Educational Psychology, 34(7), 876-899. doi: 10.1080/01443410.2013.814193

Google Scholar 10.1080/01443410.2013.814193

Beasley, J., Gratin, B., Lincoln, F., & Penner-Williams, J. (2013). Teacher efficacy and practice in meeting the needs of diverse learners: How do partnerships support teachers? Journal of the Southeastern Regional Association of Teacher Educators, 22(2), 1-7.

Abstracts

Résumé

Abstract

Resumo

Appendices

Références

Citation Tools

Cite this article

Export the record for this article