Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Personal Epistemology and Self-Efficacy in the Special Education Teacher

  • Dr. Bradley W. Johnson (Author)
DOI
https://doi.org/10.64546/jaasep.152
Abstract
This report summarizes the personal epistemology and self-efficacy concepts and how they affect special education teachers. This report is based on the social cognitive theory, perceived and collective efficacy, and how the conceptual thoughts of a special education teacher affect their instructional focus in the classroom. Self-efficacy beliefs are identified from four principals of information: enactive mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states. These concepts are important for special education teachers and the administration alike to help the instructional and learning environment.
Keywords
Special Education Teachers, Self Efficacy, Teaching Methods, Teacher Attitudes, Mastery Learning, Social Cognition
References

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There are 28 references in total.
How to Cite
Johnson, B. W. (2011). Personal Epistemology and Self-Efficacy in the Special Education Teacher. Journal of the American Academy of Special Education Professionals, 6(3), 45-51. https://doi.org/10.64546/jaasep.152

Fall 2011

Article Information

  • Article Type Articles
  • Submitted August 12, 2011
  • Published October 15, 2011
  • Issue Fall 2011
  • Section Articles
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