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    536

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    538

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    [] ; ; [ ]; ; (:175-178)

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    545

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    , , . , , / (.., ). , , . . , / . , . , , / . . , , , . , . , . , . , , , , . , , , . , , . , , . - . ,

    546

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    , . , (.., , ) (.., , , ) . , . , , . , (.., , ). , (., Chester & Beaudin, 1996. Hoy & Spero, 2005. ahin & Atay, 2010), , . , , , , , (Tschannen-Moran .., 1998). , , . , , . , , . , , , , . , , ; , . , , ; :

    547

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    . , : , ; , , ; . , , , . , , (.., Mulholland & Wallace, 2001), . , . ( ) ( ), , . , , , , , (. Ball, Thames, & Phelps, 2008): . , , . , . - , (lessonstudy) (. Hiebert, Morris, & Glass, 2003). , . , - , - . , , ,

    548

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    Guo, Y., Piasta, S. B., Justice, L. M., & Kaderavek, J. N. (2010). Relations among preschool teachers self-efficacy, classroom quality, and childrens language and literacy gains.Teaching and Teacher Education, 26, 1094-1103. Hebert, E., & Worthy, T. (2001). Does the first year of teaching have to be a bad one? A case study of success. Teaching and Teacher Education, 17, 897-911. Hiebert, J., Morris, A. K., & Glass, B. (2003). Learning to learn to teach: An experiment model for teaching and teacher preparation in mathematics. Journal of Mathematics Teacher Education, 6, 201-222. Hoy, W.A., & Spero. R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 343-356. Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23, 51-68. Knoblauch, D., & Woolfolk Hoy, A. (2008). Maybe I can teach those kids. The influence of contextual factors on student teachers efficacy beliefs. Teaching and Teacher Education, 24, 166-179. Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven, CT: Yale University Press. McKinney, M., Sexton, T., & Meyerson, M. J. (1999). Validating the efficacy-based change model. Teaching and Teacher Education, 15, 471-485. Milner, H. R., & Hoy, W. A. (2003). A case study of an African American teachers self efficacy, stereotype threat, and persistence. Teaching and Teacher Education, 19, 263-276. , ., Pazzaglia, F., & Ronconi L. (2010). When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction and teaching. Teaching and Teacher Education, 26, 1145-1153. Mulholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching: enhancing self-efficacy. Teaching and Teacher Education, 17, 243-261. Patton, M. Q. (2002). Qualitative research and evaluation methods (3rded.).Thousand Oaks, CA: Sage Publications. Raudenbush, S. W., Rowan, B., & Cheong, Y. F. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65, 150-167.

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    Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17, 51-65. ahin, F. E., & Atay, D. (2010). Sense of efficacy from student teaching to the induction year. Procedia Social and Behavioral Sciences 2, 337-341. Seidman, I. (2006). Interviewing as qualitative research (3rded.). New York: Teachers College Press. Settlage, J., Southerland, S. A., Smith, L. K., & Ceglie, R. (2009). Constructing a doubt-free teaching self: Self- efficacy, teacher identity, and science instruction within diverse settings. Journal of Research in Science Teaching, 46 (1), 102-125. Soodak, L.C., & Podell, D.M. (1996). Teacher efficacy: Toward the understanding of a multi-faceted construct. Teaching and Teacher Education, 12 (4), 401-411. Tschannen-Moran, M., Hoy, W. A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68 (2), 202-248.

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