caa a22 4500 445329459 CHVBK 20180317142732.0 cr unu---uuuuu 170323e20110301xx s 000 0 eng 10.1007/s10648-010-9141-8 doi (NATIONALLICENCE)springer-10.1007/s10648-010-9141-8 Teacher Efficacy Research 1998-2009: Signs of Progress or Unfulfilled Promise? [Elektronische Daten] [Robert Klassen, Virginia Tze, Shea Betts, Kelly Gordon] This review investigates the state of teacher self- and collective efficacy research conducted from 1998 to 2009. Two hundred and eighteen empirical articles published in 1998-2009 were examined for key characteristics and compared to research published in the previous 12years (i.e., 1986-1997). Results from the review show increases in overall teacher efficacy research, methodological diversity, domain specificity, internationalization, and focus on collective efficacy. Continuing problem areas were a lack of attention to the sources of teacher efficacy, continued measurement and conceptual problems, a lack of evidence for the links between teacher efficacy and student outcomes, and uncertain relevance of teacher efficacy research to educational practice. An outline of directions for future teacher efficacy research is provided. Springer Science+Business Media, LLC, 2010 Teachers nationallicence Self-efficacy nationallicence Collective efficacy nationallicence Klassen Robert Department of Educational Psychology, University of Alberta, Education North, 6-102, T6G 2G5, Edmonton, AB, Canada aut Tze Virginia Department of Educational Psychology, University of Alberta, Education North, 6-102, T6G 2G5, Edmonton, AB, Canada aut Betts Shea Department of Educational Psychology, University of Alberta, Education North, 6-102, T6G 2G5, Edmonton, AB, Canada aut Gordon Kelly Department of Educational Psychology, University of Alberta, Education North, 6-102, T6G 2G5, Edmonton, AB, Canada aut Educational Psychology Review Springer US; http://www.springer-ny.com 23/1(2011-03-01), 21-43 1040-726X 23:1<21 2011 23 10648 https://doi.org/10.1007/s10648-010-9141-8 text/html Onlinezugriff via DOI 1 review-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10648-010-9141-8 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Klassen Robert Department of Educational Psychology, University of Alberta, Education North, 6-102, T6G 2G5, Edmonton, AB, Canada aut NATIONALLICENCE 700 1- Tze Virginia Department of Educational Psychology, University of Alberta, Education North, 6-102, T6G 2G5, Edmonton, AB, Canada aut NATIONALLICENCE 700 1- Betts Shea Department of Educational Psychology, University of Alberta, Education North, 6-102, T6G 2G5, Edmonton, AB, Canada aut NATIONALLICENCE 700 1- Gordon Kelly Department of Educational Psychology, University of Alberta, Education North, 6-102, T6G 2G5, Edmonton, AB, Canada aut NATIONALLICENCE 773 0- Educational Psychology Review Springer US; http://www.springer-ny.com 23/1(2011-03-01), 21-43 1040-726X 23:1<21 2011 23 10648 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer