Zacytuj

Amamou, S., Ben Alaya, I., Desbiens, J. F., et al., Vandercleyen, F. (2018). Analyse critique des démarches de vérification des qualités psychométriques des échelles de mesure du sentiment d’efficacité personnelle [Critical analysis of approaches to verifying the psychometric qualities of self-efficacy measurement scales]. 5th International Colloquium on Education, Quebec City, Canada, May 3 and 4. Search in Google Scholar

Amamou, S., Desbiens, J. F., & Vandercleyen, F. (2018). L’essentiel rôle du sentiment d’efficacité personnelle pour les stagiaires: La cible à privilégier lors de la formation initiale des enseignants. [The essential role of self-efficacy for the trainees: The target to be favored during initial teacher training]. Education Canada, 58(3), 38–39. Search in Google Scholar

Amamou, S., Desbiens, J. F., Spallanzani, C., & Vandercleyen, F. (2017). Évolution du sentiment d’efficacité personnelle à gérer la classe de stagiaires en formation à l’enseignement en éducation physique et à la santé [Change in sense of self-efficacy in managing the health and physical education teacher education trainee classroom]. PHEnex Journal, 9(1), 1–18. Search in Google Scholar

Baglin, J. (2014). Improving your exploratory factor analysis for ordinal data: A demonstration using FACTOR. Practical Assessment, Research & Evaluation, 19(5), 1–15. Search in Google Scholar

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.10.1037/0033-295X.84.2.191 Search in Google Scholar

Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Clinical and Social Psychology, 4, 359–373.10.1521/jscp.1986.4.3.359 Search in Google Scholar

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman. Search in Google Scholar

Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urban (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Greenwich, CT: Information Age. Search in Google Scholar

Beavers, A. S., Lounsbury, J. W., Richards, J. K., Huck, S. W., Skolits, G. J., & Esquivel, S. L. (2013). Practical considerations for using exploratory factor analysis in educational research. Practical Assessment, Research & Evaluation, 18(6), 1–13. Search in Google Scholar

Beckers, J. (2007). Compétences et identités professionnelles: l’enseignement et autres métiers de l’interaction humaine [Professional skills and identities: Teaching and other human interaction professions]. Bruxelles: De Boeck. Search in Google Scholar

Beckers, J., Andrianne, S., Bourguignon, L., Jardon, D., Jaspar, S., & Mathieu, C. (2002). Pour un dispositif favorisant une insertion réussie dans la vie professionnelle [For a system that promotes successful integration into working life]. University of Liege: Service of general didactics. Search in Google Scholar

Behets, D., & Vergauwen, L. (2006). Learning to teach in the field. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds.), The handbook of physical education (pp. 408–421). Thousand Oaks, CA: Sage Publications.10.4135/9781848608009.n23 Search in Google Scholar

Bourque, J., Doucet, D., LeBlanc, J., Dupuis, J., & Nadeau, J. (2019). L’alpha de Cron-bach est l’un des pires estimateurs de la consistance interne: une étude de simulation [Cronbach’s alpha is one of the worst estimators of internal consistency: A simulation study]. Journal of Educational Sciences, 45(2), 78–99.10.7202/1067534ar Search in Google Scholar

Bourque, J., Poulin, N., & Cleaver, A. F. (2006). Évaluation de l’utilisation et de la présentation des résultats d’analyses factorielles et d’analyses en composantes principales en éducation [Evaluation of the use and presentation of the results of factor analysis and principal component analysis in education]. Journal of Educational Sciences, 32(2), 325–344.10.7202/014411ar Search in Google Scholar

Boz, Y., & Boz, N. (2010). The nature of the relationship between teaching concerns and sense of efficacy. European Journal of Teacher Education, 33(3), 279–291.10.1080/02619768.2010.490910 Search in Google Scholar

Capel, S., & Breckon, P. (2014). A practical guide to teaching physical education in the secondary school (2nd Eds.). New York: Routledge.10.4324/9780203066799 Search in Google Scholar

Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473–490.10.1016/j.jsp.2006.09.001 Search in Google Scholar

Clark, S. K., Byrnes, D., & Sudweeks, R. R. (2015). A comparative examination of student teacher and intern perceptions of teaching ability at the pre-service and in-service stages. Journal of Teacher Education, 66(2), 170–183.10.1177/0022487114561659 Search in Google Scholar

Costello, A. B., & Osborne, J. (2005). Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis. Practical Assessment Research & Evaluation, 10(7), 1–9. Search in Google Scholar

Dassa, L., & Nichols, B. (2019). Self-efficacy or overconfidence? Comparing preservice teacher self-perceptions of their content knowledge and teaching abilities to the perceptions of their supervisors. New Educator, 15(2), 156–174.10.1080/1547688X.2019.1578447 Search in Google Scholar

Dejean, K. (2010). Les transactions de reconnaissance dans le parcours d’insertion professionnelle des enseignants débutants. Développement identitaire et dimensions émotionnelles. Communication à l’occasion de la journée d’étude “Piloter – Mobiliser – Accompagner”, Le rôle du chef d’établissement, organisée par l’Institut d’administration scolaire (INAS) [Recognition transactions in the professional integration path of beginning teachers. Identity development and emotional dimensions. Communication on the occasion of the study day “Piloting – Mobilizing – Accompanying”, The role of the headteacher, organized by the Institute of School Administration (INAS)], Université of Mons. Search in Google Scholar

Desbiens, J. F., Habak, A., & Martineau, S. (2019a). Analyser l’expérience du stage en enseignement au travers du prisme des difficultés et des échecs de stagiaires québécois: réflexion basée sur les écrits spécialisés [Analyzing the experience of the teaching internship through the prism of the difficulties and failures of Quebec interns: Reflection based on specialized writings], Éducation and socialisation, 54.10.4000/edso.8390 Search in Google Scholar

Desbiens, J. F., Correa-Molina, E., et al., Habak, A. (2019b). Alternance, discontinuités et difficultés rencontrées en formation initiale des enseignants [Alternation, discontinuities and difficulties in initial teacher training]. Education & Formation, e-314, November, 69–84. Search in Google Scholar

Desbiens, J. F., Bali, N., Spallanzani, C., Vandercleyen, F., & Beaudoin, S. (2018). Validation d’un instrument pour mesurer les préoccupations d’enseignants stagiaires en ÉPS tunisiens [Validation of an instrument to measure the concerns of Tunisian PSE trainee teachers]. Anadolu University Journal of Education Faculty (AUJEF), 2(2), 158–177. Search in Google Scholar

Desbiens, J. F., Borges, C., & Spallanzani, C. (2012). J’ai mal à mon stage: problèmes et enjeux de la formation pratique en enseignement [My practicum hurts: Problems and issues in practical teacher education]. Sainte-Foy: Presses de l’Université du Québec. Search in Google Scholar

Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th Eds.). Los Angeles, Sage. Search in Google Scholar

Flora, D. B., & Curran, P. J. (2004). An empirical evaluation of alternative methods of estimation for confirmatory factor analysis with ordinal data. Psychological Methods, 9(4), 466–491.10.1037/1082-989X.9.4.466 Search in Google Scholar

Flores, I. M. (2015). Developing preservice teachers’ self-efficacy through field-based science teaching practice with elementary students. Research in Higher Education Journal, 27, 1–19. Search in Google Scholar

Flynn, D., & Chow, P. (2018). Self-efficacy, self-worth and stress. Education, 138(1), 3–8. Search in Google Scholar

Fortin, M. F., & Gagnon, J. (2016). Fondements et étapes du processus de recherche: Méthodes quantitatives et qualitatives (3ed. Ed.) [Foundations and steps in the research process: Quantitative and qualitative methods (3rd edition)]. Montréal, Québec: Chenelière éducation. Search in Google Scholar

Gardner, D. G., & Pierce, J.L. (1998). Self-esteem and self-efficacy within organizational context. Group and Organisation Management, 23(1), 48–70.10.1177/1059601198231004 Search in Google Scholar

Garrahy, D., Cothran, D., & Kulinna, P. H. (2002, April). Teachers’ perspectives on classroom management in elementary physical education. Annual meeting of the American Education al Research Association. LA: New Orleans. Search in Google Scholar

Gaudreau, N. (2011). La gestion des problèmes de comportement en classe inclusive: pratiques efficaces [Managing nehavioural problems in the inclusive classroom: Effective practices]. Education & Francophonie, 39(2), 122–144.10.7202/1007731ar Search in Google Scholar

Gaudreau, N., Royer, É., Beaumont, C., & Frenette, É. (2012). Gestion positive des situations de classe: un modèle de formation en cours d’emploi pour aider les enseignants du primaire à prévenir les comportements difficiles des élèves [Positive management of classroom situations: An in-service training model to help elementary school teachers prevent difficult student behaviour]. Enfance en difficulté, 1, 85–115.10.7202/1012124ar Search in Google Scholar

Gibson, S., & Dembo, M.-H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–582.10.1037/0022-0663.76.4.569 Search in Google Scholar

Guillemette, F., & Gauthier, C. (2006). L’approche par compétences (APC) en formation des maītres: analyse documentaire et critique [The competency-based approach (CBA) to teacher education: Literature review and critical analysis]. Éduquer (Cahiers Binet-Simon), 11, 137–179.10.4000/rechercheseducations.84 Search in Google Scholar

Gouvernement of Québec. (2001). La formation à l’enseignement. Les orientations. Les compétences professionnelles [Teacher training. Orientations. Professional skills]. Quebec: Quebec Ministry of Education. http://www.education.gouv.qc.ca/fileadmin/site_web/documents/reseau/formation_titularisation/formation_enseignement_orientations_EN.pdf Search in Google Scholar

Gurl, T. J. (2019). Classroom practices of cooperating teachers and their relationship to collaboration quality and time: perceptions of student teachers. Teaching Education, 30(2), 177–199. doi: 10.1080/10476210.2018.145763510.1080/10476210.2018.1457635 Search in Google Scholar

Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th Eds.). Upper Saddle River NJ: Pearson-Prentice Hall. Search in Google Scholar

Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London, UK: Routledge. Search in Google Scholar

Heasly, B., Lindner, J., Iliško, D., & Salīte, I. (2020). From initiatives, to insights, to implementation of the sustainability and securitability agenda for 2030. Discourse and Communication for Sustainable Education, 11(1), 1–4.10.2478/dcse-2020-0001 Search in Google Scholar

Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30, 179–185.10.1007/BF02289447 Search in Google Scholar

Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343–356.10.1016/j.tate.2005.01.007 Search in Google Scholar

Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534.10.3102/00028312038003499 Search in Google Scholar

Ingersoll, R., Merrill, L., & Stuckey, D. (2014). Consortium for policy research in education. Seven Trends: The transformation of the teaching force. Updated April 2014. CPRE Report. pass: [#] RR-80. Consortium for Policy Research in Education. Search in Google Scholar

Jobin, V., & Gauthier, C. (2009, January). Le référentiel de compétences professionnelles en formation à l’enseignement au Québec et sa transposition dans les pratiques des formateurs de maîtres [The professional competency framework for teacher education in Quebec and its transposition into the practices of teacher educators]. Paper presented at the 21st Colloquium of ADMEE-Europe, Louvain-La-Neuve, Belgium. Search in Google Scholar

Jones, E., & Nimmo, J. (1999). Collaboration, conflict, and change: Thoughts on education as provocation. Young Children, 54(1), 5–10. Search in Google Scholar

Karsenti, T., Correa Molina, E. A., Desbiens, J. F., Gauthier, C., Gervais, C., Lepage, M., Lessard, C., Martineau, S., Mukamurera, J., Raby, C., Tardif, M., & Collin, S. (2015). Analyse des facteurs explicatifs et des pistes de solution au phénomène du décrochage chez les nouveaux enseignants, et de son impact sur la réussite scolaire des élèves [Analysis of the explanatory factors and possible solutions to the dropout phenomenon among new teachers and its impact on students’ academic success]. (Rapport Nr. 2012-RP-147333). Montréal, Québec: University of Montréal. Search in Google Scholar

Karsenti, T., Collin, S., & Dumouchel, G. (2013). Le décrochage enseignant: état des connaissances [Teacher dropout: State of knowledge]. International Review of Education, 59(5), 549–568.10.1007/s11159-013-9367-z Search in Google Scholar

Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23(1), 21–43.10.1007/s10648-010-9141-8 Search in Google Scholar

Koskela, R., & Ganser, T. (1998). The cooperating teacher role and career development. Education, 119, 106–125. Search in Google Scholar

Kosnik, C. (2009). It is not Just Practice: Conflicting goals, unclear expectations. In F. J. Benson & C. Riches (Eds.), Engaging in conversations about ideas in teacher education (pp. 65–71). New York: Falmer Press. Search in Google Scholar

Lévy-Leboyer, C. (2009). La gestion des compétences (2nd Eds.) [The management of competencies (2nd Ed.)]. Paris, France: Organisation Edition. Search in Google Scholar

Ma, K., & Cavanagh, M. S. (2018). Classroom Ready? Pre-service teachers’ self-efficacy for their first professional experience placement. Australian Journal of Teacher Education, 43(3), 134–151.10.14221/ajte.2018v43n7.8 Search in Google Scholar

Mardia, K. V. (1970). Measures of multivariate skewness and kurtosis with applications. Biometrika, 57, 519–530.10.1093/biomet/57.3.519 Search in Google Scholar

Matanin, M., & Collier, C. (2003). Longitudinal analysis of preservice teachers’ beliefs about teaching physical education. Journal of Teaching in Physical Education, 22(2), 153–168.10.1123/jtpe.22.2.153 Search in Google Scholar

Mukamurera, J., & Gingras, C. (2005). La formation initiale vue par des enseignants du secondaire issus des programmes de formation en cours au Québec depuis 1970 [Pre-service training as seen by secondary school teachers from the training programs in place in Quebec since 1970]. In C. Gervais & L. Portelance (Eds.), Des savoirs au cœur de la profession enseignante. Contextes de construction et modalités de partage [Knowledge at the heart of the teaching profession. Contexts of construction and modalities of sharing] (pp. 45–63). Sherbrooke, QC: Editions du CRP. Search in Google Scholar

O’Connor, B. P. (2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer’s MAP test. Behavior Research Methods, Instruments & Computers, 32(3), 396–402.10.3758/BF03200807 Search in Google Scholar

OECD (2014). TALIS 2013 Results. OECD Publishing. http://www.oecd-ilibrary.org/education/talis-2013-results_9789264196261-en10.1787/9789264196261-en Search in Google Scholar

Razali, N. M., & Wah, Y. B. (2011). Power comparisons of Shapiro-Wilk, Kolmogoroz-Smirnov, Lilliefors and Anderson-Darling tests. Journal of Statistical Modeling and Analytics, 2(1), 21–33. Search in Google Scholar

Salīte, I. (2016). Searching for sustainability in teacher education and educational research: Experiences from the Baltic and Black Sea Circle Consortium for educational research. Discourse and Communication for Sustainable Education, 6(1), 21–29.10.1515/dcse-2015-0002 Search in Google Scholar

Schmitt, T. A. (2011). Current methodological considerations in exploratory and confirmatory factor analysis. Journal of Psychoeducational Assessment, 29(4), 304–321.10.1177/0734282911406653 Search in Google Scholar

Schwarzer, R., Schmitz, G. S., & Daytner, G.-T. (1999). The teacher self-efficacy scale [On-line publication]. http://www.fu-berlin.de/gesund/skalen/t_se.htm Search in Google Scholar

Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12–21.10.1111/j.1471-3802.2011.01200.x Search in Google Scholar

Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611–625.10.1037/0022-0663.99.3.611 Search in Google Scholar

Stafford, J., & Bodson, P. (2006). L’analyse multivariée avec SPSS [Multivariate analysis with SPSS]. Quebec: Presse of Quebec University.10.2307/j.ctv5j017v Search in Google Scholar

Sun, J. (2005). Assessing goodness of fit in confirmatory factor analysis. Measurement & Evaluation in Counseling & Development, 37(4), 240–256.10.1080/07481756.2005.11909764 Search in Google Scholar

Tardif, J. (2017). Des repères conceptuels à propos de la notion de compétence, de son développement et de son évaluation [Conceptual benchmarks about the notion of competency, its development and assessment]. In M. Poumay, J. Tardif, & F. Georges (Eds.), Organiser la formation à partir des compétences [Organize training based on skills] (pp. 15–37). Bruxelles: De Boeck.10.3917/dbu.pouma.2017.01.0015 Search in Google Scholar

Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.10.1016/S0742-051X(01)00036-1 Search in Google Scholar

Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143–178.10.3102/00346543054002143 Search in Google Scholar

Wanlin, P. (2009). La pensée des enseignants lors de la planification de leur enseignement [Teachers’ thinking when planning their teaching]. Revue française de pédagogie, 166, 89–128.10.4000/rfp.1294 Search in Google Scholar

Weinstein, C. S. (1989). Teacher education students’ preconceptions of teaching. Journal of Teacher Education, 40(2), 53–60.10.1177/002248718904000210 Search in Google Scholar

Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18(1), 5–22.10.1016/S0742-051X(01)00047-6 Search in Google Scholar

Yilmaz, C. (2011). Teachers’ perceptions of self-efficacy, English proficiency, and instructional strategies. Social Behavior and Personality: An International Journal, 39(1), 91–100.10.2224/sbp.2011.39.1.91 Search in Google Scholar

eISSN:
2255-7547
Język:
Angielski
Częstotliwość wydawania:
2 razy w roku
Dziedziny czasopisma:
Social Sciences, Education, other