Teaching Assistants' Self-Efficacy in Teaching Literature: Sources, Personal Assessments, and Consequences

Modern Language Journal

Volumn 95, Issue 1, 2011, Pages 61-80

  Mills, Nicole ^a  

^a HARVARD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79952803458     PISSN: 00267902     EISSN: 15404781     Source Type: Journal    
DOI: 10.1111/j.1540-4781.2010.01145.x     Document Type: Article

References (55)

1. Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95.
2. Andrews, S. J. (2003). Teacher language awareness and the professional knowledge base of the L2 teacher. Language Awareness, 12, 81-95.
3. Baird, L. L. (1992, April). The stages of the doctoral career: Socialization and its consequences. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.
4. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ Prentice-Hall.
5. Bandura, A. (1997). Self-efficacy: The exercise of control. New York Freeman.
6. Barcelos, A. M. F. (2003). Teachers' and students' beliefs within a Dewey framework: Conflict and influence. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 231-238). Dordrecht, The Netherlands Kluwer Academic.
7. Barcelos, A. M. F., & Kalaja, P. (2003) Exploring possibilities for future research on beliefs about SLA. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 231-238). Dordrecht, The Netherlands Kluwer Academic.
8. Berman, P., McLaughlin, M., Bass, G., Pauly, E., & Zellman, G. (1977). Federal programs supporting educational change: Vol. VII. Factors affecting implementation and continuation. (Report No. R-1589/7-HEW). Santa Monica, CA RAND. (ERIC Document Reproduction Service No. 140432)
9. Borg, S. (2001). Self-perception and practice teaching grammar. ELT Journal, 55, 21-29.
10. Byrnes, H. (2001). Reconsidering graduate students' education as teachers: "It takes a department!" Modern Language Journal, 85, 512-530.
11. Byrnes, H. (2002). The cultural turn in foreign language departments: Challenge and opportunity. Profession, 2002, 114-129.
12. Byrnes, H., & Kord, S. (2001). Developing literacy and literary competence: Challenges for foreign language departments. In V. Scott & H. Tucker (Eds.), SLA and the literature classroom: Fostering dialogues (pp. 35-73). Boston Heinle.
13. Cruz, M. J., & Arias, P. F. C. (2007). Comparative analysis of expectancies of efficacy in in-service and prospective teachers. Teaching and Teacher Education, 23, 641-652.
14. Donato, R., & Brooks, F. (2004). Literary discussions and advanced speaking functions: Researching the (dis)connection. Foreign Language Annals, 37, 183-199.
15. Dufva, H. (2003). Beliefs in dialogue: A Bakhtinian view. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 231-238). Dordrecht, The Netherlands Kluwer Academic.
16. Freeman, D. (1993). Renaming experience/reconstructing practice: Developing new understandings of teaching. Teaching and Teacher Education, 9, 439-454.
17. Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35, 1-13.
18. Freeman, D., & Johnson, K. (1998). Reconceptualizing the knowledge base of language teacher education. TESOL Quarterly, 32, 397-417.
19. Gardner, S. K. (2007). "I heard it through the grapevine": Doctoral student socialization in chemistry and history. Higher Education, 54, 723-740.
20. Golde, C. M. (1996). How departmental contextual factors shape doctoral student attrition. Unpublished doctoral dissertation, Stanford University, Palo Alto, CA.
21. Golde, C. M. (2005). The role of the department and discipline in doctoral student attrition: Lessons from four departments. Journal of Higher Education, 76, 669-700.
22. Graham, S., Harris, K. R., Fink, B., & MacArthur, C. A. (2001). Teacher efficacy in writing: A construct validation with primary grade teachers. Scientific Studies of Reading, 5, 177-202.
23. Johnson, K. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10, 439-452.
24. Kalaja, P. (2003). Research on students' beliefs about SLA within a discourse approach. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 87-108). Dordrecht, The Netherlands Kluwer Academic.
25. Kern, R. (2000). Literacy and language teaching. Oxford Oxford University Press.
26. Levine, F. J. (2001). Professionalization, certification, labor force: United States. In N. J. Smelser & P. B. Bates (Eds.), International encyclopedia of the social and behavioral sciences (pp. 12146-12154). Oxford Elsevier.
27. Magnan, S. S. (2004). Rediscovering text: Multiple stories for language departments. Profession, 2004, 95-105.
28. Marshall, J. (1999). Closely reading ourselves: Teaching English and the education of teachers. In P. Franklin (Ed.), Preparing a nation's teachers: Models for English and foreign language (pp. 380-389). New York Modern Language Association.
29. Marshall, J. (2000). Research and response to literature. In M. Kamil, P. Mosethal, P. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 381-402). Mahwah, NJ Erlbaum.
30. Martin, A. J. (2006). The relationship between teachers' perceptions of student motivation and engagement and teachers' enjoyment of and confidence in teaching. Asia-Pacific Journal of Teacher Education, 34, 73-93.
31. Mills, N. A., & Allen, H. W. (2007). Teacher self-efficacy of graduate teaching assistants of French. In J. Siskin (Ed.), From thought to action: Exploring beliefs and outcomes in the foreign language (pp. 213-234). Boston Heinle & Heinle.
32. Milner, H. R. (2002). A case study of an experienced English teacher's self-efficacy and persistence through "crisis" situations: Theoretical and practical considerations. High School Journal, 86, 28-35.
33. MLA Ad Hoc Committee on Foreign Languages. (2007). Foreign Languages and higher education: New structures for a changed world. Profession, 2007, 1-11.
34. MLA Ad Hoc Committee on the Professionalization of PhDs. (2002). Professionalization in perspective. Profession, 2002, 187-210.
35. Pajares, F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
36. Pica, T. (2002). Subject-matter content: How does it assist the interactional and linguistic needs of classroom language learners? Modern Language Journal, 86, 1-19.
37. Prieto, L. R., Yamokoski, C. A., & Meyers, S. A. (2007). Teaching assistant training and supervision: An examination of optimal delivery modes and skill emphases. Journal of Faculty Development, 21, 33-43.
38. Raths, J. D. (1999). Knowledge of subject matter. In J. Raths & A. C. McAninch (Eds.), What counts as knowledge in teacher education (pp. 103-126). Stamford, CT Albex.
39. Ross, J. A., Cousins, J. B., & Gadalla, T. (1996). Within-teacher predictors of teacher efficacy. Teaching and Teacher Education, 12, 385-400.
40. Schleppegrell, M., Achugar, M., & Oteiza, T. (2004). The grammar of history: Enhancing content-based instruction through a functional focus on language. TESOL Quarterly, 38, 67-93.
41. Shulman, L. (1986). Those who understand: Knowledge and growth in teaching. Educational Researcher, 15, 4-14.
42. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
43. Shulman, L., & Sparks, D. (1992). Merging content knowledge and pedagogy: An interview with Lee Shulman. Journal of Staff Development, 13, 14-16.
44. Stoller, F. (2002). Promoting the acquisition of knowledge in a content-based course. In J. A. Crandall & D. Kaufman (Eds.), Content instruction in higher education settings (pp. 109-123). Alexandria, VA TESOL.
45. Strauss, A. L., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Thousand Oaks, CA Sage.
46. Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
47. Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
48. Tsui, A. B. M. (2003). Understanding expertise in teaching. Cambridge Cambridge University Press.
49. Weidman, J., & Stein, E. (2003). The socialization of doctoral students to academic norms. Research in Higher Education, 44, 641-665.
50. Weidman, J. C., Twale, D. J., & Stein, E. L. (2000). Socialization of graduate and professional students in higher education: A perilous passage? San Francisco Jossey-Bass.
51. Wertheim, C., & Leyser, Y. (2002). Efficacy beliefs, background variables, and differentiated instruction of Israeli prospective teachers. Journal of Educational Research, 96, 54-64.
52. Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21, 747-766.
53. Woods, D. (2003). The social construction of beliefs in the language classroom. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 201-229). Dordrecht, The Netherlands Kluwer Academic.
54. Woolfolk-Hoy, A., & Davis, H. A. (2006). Teacher self-efficacy and its influence on the achievement of adolescents. In F. Pajares & T. Urdan (Eds.), Self-efficacy of adolescents (pp. 117-137). Greenwich, CT Information Age.
55. Zyzik, E., & Polio, C. (2008) Incidental focus on form in university Spanish literature courses. Modern Language Journal, 92, 58-70.