Clearing hurdles in teacher adoption and sustained use of research-based instruction.
Gersten et al., in this issue of JLD, have pinpointed variables that preclude teachers' sustenance of research-based instructional strategies. These variables fall squarely on the shoulders of intervention researchers. However, they have not attended to variables that stem from teachers themselves. Hence, in my commentary, I focus on teacher variables that account for their lack of initiation and sustenance of research-based instructional strategies. Specifically, I highlight teachers' (a) overarching conceptions of teaching, (b) subject-area knowledge, and (c) sense of self-efficacy. Of these, for reasons given in my article, I elaborate more on teacher self-efficacy. I conclude with suggestions on promoting teacher self-efficacy.
Wong
B Y
BY
Faculty of Education, Simon Fraser University, Burnaby, BC, Canada.
D002648:Child; D003479:Curriculum; D004519:Education, Special; D006801:Humans; D007318:Inservice Training; D007859:Learning Disabilities / Q000628:therapy*; D010043:Outcome and Process Assessment, Health Care; D011361:Professional Competence; D012106:Research; D017211:Treatment Failure