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The role of self-confidence in learning to teach in higher education

Sadler, I (2013) The role of self-confidence in learning to teach in higher education. Innovations in Education and Teaching International, 50 (2). pp. 157-166. ISSN 1470-3300

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IETI Final Re-submission Oct 2012.pdf - Accepted Version

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Abstract

The paper considers teacher self-confidence, which emerged as a theme within a wider study into the influences upon new academics’ development as teachers over time. Three interviews took place, over a two-year period, with 11 new teachers from a range of higher education institutions and discipline areas. The first phase of analysis was the creation of detailed cases studies for three of the participants, of which one is reported in the current paper to illustrate the role of self-confidence in teacher development. The second phase used a thematic analysis of all interview transcripts. The new teachers’ self-confidence appeared as a key influence in the use of teaching strategies that actively involved the students. Content knowledge and teaching skills were related to feelings of self-confidence, with experience being a key factor in the teachers’ perceptions of their knowledge and skills. The findings hold implications for managers to ensure new staff have as familiar and stable teaching schedule as possible, and teacher developers to encourage dialogue and reflection in relation to the self-confidence and content knowledge of new teachers.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Innovations in Education and Teaching International on 1st February 2013, available online: http://www.tandfonline.com/10.1080/14703297.2012.760777
Uncontrolled Keywords: 13 Education
Subjects: L Education > LB Theory and practice of education
Divisions: Education and Academic Quality Services
Publisher: Taylor & Francis
Date Deposited: 06 Jan 2017 10:53
Last Modified: 07 Sep 2017 15:07
DOI or Identification number: 10.1080/14703297.2012.760777
URI: http://researchonline.ljmu.ac.uk/id/eprint/5189

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