A powerful paradigm for teacher educa tion can be developed on the basis of the construct of teacher efficacy. Ashton as serts that no other teacher characteris tic has demonstrated such a consistent relationship to student achievement. A teacher education program that has as its aim the development of teacher effi cacy, and which includes the essential components of a motivation change pro gram, should develop teachers who possess the motivation essential for ef fective classroom performance.
Get full access to this article
View all access options for this article.
References
1.
deCharms, R. (1968). Personal causation. Wiley: Academic Press.
2.
deCharms, R. (1976). Enhancing motivation in the classroom. New York: Irvington, Halsted-Wiley.
3.
Deci, E. (1975). Intrinsic motivation. New York : Plenum Press.
4.
Glickman, C.D., and Tamashiro, R.T. (1982). A comparison of first-year, fifth year, and former teachers on efficacy, ego-development, and problem-solving. Paper presented at the annual meeting of the American Educational Research Association, New York.
5.
Jackson, P.W. (1968). Life in classrooms. New York : Holt, Rinehart, andWinston.
6.
Johnson, T.J., Baldwin, T., and Wiley, D.E. (1969). The teacher's perception and attribution of causation . Final Report, Project No. 5-1068, U.S. Office of Education .
7.
Langer, E.J. (1978). Rethinking the role of thought in social interaction . In J. H. Harvey, W Ickes, and R. F. Kidd (Eds.), New directions in attribution research. Vol. 2. Hills-dale, NJ: Lawrence Erlbaum .
8.
Lortie, D.C. (1975). Schoolteacher. A sociological study. Chicago: University of Chicago Press.
9.
McClelland, D.C. (1965). Toward a theory of motive acquisition. American Psychologist, 20, 321-333.
10.
McClelland, D.C. (1978). Managing motivation to expand human freedom. American Psychologist, 33, 201-210.
11.
McDermott, R.P. (1977). Social relations as contexts for learning in school . Harvard Educational Review, 47, 202-215.
12.
Smith, L. (1978). An evolving logic of participant observation, educational ethnography, and other case studies. In L. S. Shulman (Ed.), Review of Research in Education. Vol. 6. Itasca, IL: F. E. Peacock.
13.
Smith, L., and Geoffrey, W. (1968). The complexities of an urban classroom. New York: Holt, Rinehart, and Winston.
14.
Snyder, M. (1977). When believing means doing: A cognitive social psychology of action. Paper presented at the meeting of the American Psychological Association, San Francisco .
15.
Thomas, E.J., and Biddle, B.J. (1966). The nature and history of role theory. In B. J. Biddle and E. J. Thomas (Eds.) Role theory: Concepts and research. New York: Wiley.
16.
Tikunoff, W.J., and Ward, B.A. (1978). Insuring reliability and validity in competency assessment. Journal of Teacher Education, 29, 33-37.
17.
Weiner, B. (1980). The role of affect in rational (attributional) approaches to human motivation. Educational Researcher, 9, 4-11.
18.
Witkin, H.A., Moore, C.A., Good-enough, D.R., and Cox, P.W. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review of Educational Research, 47, 1-64.
