Commitment to Teaching

A Commitment to Teaching: Toward More Efficacious Teacher Preparation introduces the reader to a collection of thoughtful works by authors that represent current research and thinking about teacher self-efficacy and teacher preparation. It is the intent of the book to provide the reader with current and relevant knowledge concerning preparation of committed and efficacious teachers. Teacher self-efficacy, and the presence of teacher efficacy, in teacher preparation and practice, is fundamental to preparing teachers for the public school classroom. As a construct, teacher self-efficacy beliefs are an integral aspect of the teaching process. While many authors refer to teachers’ sense of self-efficacy for teaching, meaning their beliefs about their ability to perform the actions necessary to teach, many others have identified a specific form of self-efficacy pertaining to teaching. These have been called teaching or teacher efficacy. Chapter One opens the book with a focus on the teacher commitment and self-efficacy, providing the reader with an introduction. The authors of Chapters Two-Seven present field-based research that examines the complexities efficacy and commitment in the preparation of teachers. Each chapter offers the reader an examination of teacher self-efficacy and teacher preparation and based on formal research that provides the reader with insight into how the research study was conducted as well as equally important, the findings and conclusions drawn with respect teacher self-efficacy and teacher preparation. Finally, Chapter Nine presents an epilogue that focuses on the for more efficacious teacher preparation.

A Commitment to Teaching: Toward More Efficacious Teacher Preparation focuses the reader on preparing teachers that have a strong commitment to the teaching profession and a strong sense of self-efficacy. The chapters in this book are concerned with ensuring that all students are successful, including students from linguistically and culturally diverse backgrounds and students with special needs. The content of the book and the studies presented will trigger other researchers to further investigate the theory of self-efficacy beyond the three traditional constructs: instructional strategies, efficacy in student engagement, and efficacy in classroom management.--Shaoan Zhang, associate professor of teacher education, College of Education, University of Nevada, Las Vegas, and co-editor of Action in Teacher Education, Teacher efficacy is vital for successful teaching, and this timely book reaffirms its centrality in teacher preparation programs. As I read each chapter, I discovered new complexities among human agency, emotional health, professional commitment, and their relationship to the efficacy of effective teaching. Invitational and smartly written, it is a welcome addition to teacher efficacy scholarship.--Thomas P. Crumpler, professor of education, Illinois State University, Normal, IL, The need for highly efficacious and committed teachers has never been greater. This monograph provides meaningful suggestions and recommendations garnered from empirical study and research. Specific suggestions for teacher educators, teachers, and school leaders alike are provided on a variety of topics including mental health, math education, teacher education, and the relationship these topics have with self-efficacy.--Sarah K. Clark, associate professor, chair of the Scientific Review Committee, department of teacher education, McKay School of Education, Brigham Young University, Provo, UT

Patrick M. Jenlink is Regents Professor, the E.J. Campbell Endowed Chair of Educational Leadership, and Professor of doctoral studies in the Department of Secondary Education and Educational Leadership, Stephen F. Austin State University.