General description

Teacher shortage situation affecting many western countries (OECD 2005; Eurydice 2009), including Switzerland and especially the field of vocational training. VET teachers in a training program are an interesting (and ignoring) public to study the evolution of self-efficacy and professional identity. Indeed, the choice of teaching as a second career and involvement in training implies changes to the professional identity. In parallel, self-efficacy acquired during several years of practice (before starting the training) must be “reconstructed” as part of teacher training. Interest in this thesis is to study the potential role of the teacher training in these changes and then to evaluate the effects of these on teaching practices through a longitudinal, mixed-method and comparative approach (with in-training secondary teachers). 

Theoretical framework

Self-efficacy

Many researchers showed that self-efficacy has a positive influence on several students’ outcomes as achievement (Ashton & Webb, 1986), motivation (Midgley, Feldlaufer & Eccles, 1989). Furthermore, teachers who have more self-efficacy demonstrate a greater level of planning, organization and enthusiasm for teaching (Allinder, 1994).

Gibson and Dembo’s (1984) measure of teacher efficacy has the merit to consider also external constraints (family context) which could influence students’ behaviour in school. By referring to Bandura’s (1993) concept of “teachers’ collective efficacy”, current theories consider the individual in interaction with his peers. This theory refers to the beliefs teachers possess in their collective skills to influence students’ outcomes.

At least, according to Klassen and Chiu (2010), years of experience have an effect on teachers’ efficacy beliefs. However, few researches focused on the period of training, before the entry in the profession.

Identity

We find a significant number of researches in the field of teacher identity, defined as containing personal and professional dimensions, which are constantly evolving (Grier and Johnston, 2009).

Several identical elements concern particularly the VET second career teachers. For example, Huberman (1989) noted that teachers in training, who are living their first class experiences, have a “reality choc” which could ensue from an overestimation of their capacities, a frequent fact by new teachers. Furthermore, a resistance to the contents of training is observed among teachers who believe no need them given their previous professional experiences (James, 1997). Finally, after their expert position in their previous profession, these teachers have to live with a new status of “novice” which can create some feelings of frustration (Crow, Levine & Nager, 1990).    

Hypothesis

Self-efficacy and professional identity of the VET teachers should influence each other during their training.

Both VET teachers’ self-efficacy and professional identity should decrease at the beginning of their training and increase at the end of the program.

Pedagogical, didactical, interactive and class management practices of the VET in-training teachers should being predict by their self-efficacy and the professional identity.

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. Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teacher’s sense of efficacy and student achievement. New York: Longman. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. Crow, G.M., Levine, L., & Nager, N. (1990). No more business as usual: Career changers who become teachers. American Journal of Education, 98(3), 197-223. Eurydice (2009). Key Data on Education in Europe 2009. Bruxelles : Eurydice. Gibson, S., & Dembo, M. (1984). Teacher efficacy: a construct validation. Journal of Educational Psychology, 76(4), 569-582. Grier, J. M., & Johnston, C. C. (2009). An inquiry into the development of teacher identities in STEM career changers. Journal of Science Teacher Education, 20(1), 57-75. Huberman, M. (1989). La vie des enseignants. Lausanne: Delachaux et Niestlé. James, P. (1997). Narrative and cultural change : enabling transformative learning for adults. Australian Journal of Adult and Community Education, 37(3), 135-143. Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756. Klassen, R. M., Tze, V. M. C., Betts, S. M., Gordon, K. A. (2010). Teacher efficacy research 1998-2009: signs of progress or unfulfilled promise? Educational Psychology Review, published online. Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press. Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Change in teacher efficacy and student and self- and task-related beliefs in mathematics during transition to junior high school. Journal of Educational Psychology, 81, 247-258. OECD (2005). Attracting, Developing and Retaining Effective Teachers. Paris: OECD. Wenger, E. (1998). Communities of practice. Cambridge: Cambridge University Press.