Mapeo sistemático de la literatura sobre la eficacia colectiva docente

  1. Fátima Salas-Rodríguez 1
  2. Sonia Lara 1
  1. 1 Universidad de Navarra
    info

    Universidad de Navarra

    Pamplona, España

    ROR https://ror.org/02rxc7m23

Revista:
RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales

ISSN: 0213-8646,  2530-3791

Ano de publicación: 2020

Título do exemplar: Pedagogía visible

Volume: 34

Número: 95

Páxinas: 11-36

Tipo: Artigo

DOI: 10.47553/RIFOP.V34I2.77678 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales

Obxectivos de Desenvolvemento Sustentable

Resumo

In recent years, collective teacher efficacy has been presented as a promising factor in improving student performance (Donohoo, 2017; Eells, 2011; Hattie, 2016). However, unlike self-efficacy beliefs, collective teacher efficacy has been studied much less. Hence, this systematic literature mapping seeks to deepen the development and study of the collective efficacy beliefs of teachers in the academic field, with the objective of understanding and synthesizing the information of various investigations regarding the subject in question. Through the methodology of systematic mapping, a total of 60 potential studies published between 2000 and 2019 and indexed in the Scopus and Web of Science databases were found. After the application of the inclusion and exclusion criteria, 35 studies were included in the present investigation. The results show the geographical distribution of the studies, the most frequently cited articles, the variables related to collective teacher efficacy, the instruments used to evaluate these beliefs, and the educational levels in which they have been studied. There is a clear interest in the study regarding the impact of collective teacher efficacy on student learning and performance. However, there is a lack of research on this subject in Spanish-speaking countries, as well as research focused on the promotion and development of collective teacher efficacy. This study concludes with a proposal for future lines of research.

€ Ver financiamento

Información de financiamento

Los autores agradecen los comentarios de los revisores, así como la financiación recibida por el Programa de Ayudas de la Asociación de Amigos de la Universidad de Navarra.

Financiadores

Referencias bibliográficas

  • Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, N.J.: Prentice-Hall.
  • Bandura, A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning. Educational Psychologist. https://doi.org/10.1207/s15326985ep2802_3
  • Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman.
  • Barber, M., & Mourshed, M. (2007). How the World’s Best-Performing School Systems Come Out On Top.
  • Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development, (June), 1-3. Recuperado de https://learningpolicyinstitute.org/product/teacher-prof-dev
  • Donohoo, J. (2017). Collective efficacy: how educators’ beliefs impact student learning. Thousand Oaks, CA: Corwin.
  • Eells, R. J. (2011). Meta-analysis of the relationship between collective teacher efficacy and student achievement. Loyola University.
  • Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. https://doi.org/10.1037/0022-0663.76.4.569
  • Goddard, R. D. (2002). A Theoretical and Empirical Analysis of the Measurement of Collective Efficacy: The Development of Short Form. Educational and Psychological Measurement, 62(1), 97-110. https://doi.org/10.1177/0013164402062001007
  • Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement. American Educational Research Journal, 37(2), 479-507. https://doi.org/10.3102/00028312037002479
  • Goddard, R. D., Skrla, L., & Salloum, S. J. (2017). The Role of Collective Efficacy in Closing Student Achievement Gaps: A Mixed Methods Study of School Leadership for Excellence and Equity. Journal of Education for Students Placed at Risk, 22(4), 220-236. https://doi.org/10.1080/10824669.2017.1348900
  • Hargreaves, A., & Fullan, M. (2014). Capital profesional. (C. Mimiaga, Ed.). Madrid: Ediciones Morata.
  • Hattie, J. (2016). Third Annual Visible Learning Conference (subtitled Mindframes and Maximizers). Washington, DC.
  • Martínez Orbegozo, E. F. (2019). El centro y las prácticas de colaboración docente como medios para la mejora educativa.
  • McCoach, D. B., & Colbert, R. D. (2010). Factors underlying the collective teacher efficacy scale and their mediating role in the effect of socioeconomic status on academic achievement at the school level. Measurement and Evaluation in Counseling and Development, 43(1), 31-47. https://doi.org/10.1177/0748175610362368
  • Moolenaar, N. M., Sleegers, P. J. C., & Daly, A. J. (2012). Teaming up: Linking collaboration networks, collective efficacy, and student achievement. Teaching and Teacher Education, 28, 251-262. https://doi.org/10.1016/j.tate.2011.10.001
  • Navarro Corona, C., & Ramírez Montoya, M. S. (2018). Systematic mapping of literature on teacher evaluation (2013-2017). Educação e Pesquisa, 44, 1-22. https://doi.org/10.1590/S1678-4634201844185677
  • OECD. (2009). Creating Effective Teaching and Learning Environments: First Results from TALIS. Paris. https://doi.org/https://doi.org/10.1787/9789264068780-en
  • OECD. (2014). A Teachers’ Guide to TALIS 2013: Teaching and Learning International Survey. TALIS, OECD Publishing. https://doi.org/10.1787/9789264216075-en
  • OECD. (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. Paris. https://doi.org/https://doi.org/10.1787/1d0bc92a-en
  • Petersen, K., Feldt, R., Mujtaba, S., & Mattsson, M. (2008). Systematic mapping studies in software engineering. 12th International Conference on Evaluation and Assessment in Software Engineering, EASE 2008, 1-10.
  • Petersen, K., Vakkalanka, S., & Kuzniarz, L. (2015). Guidelines for conducting systematic mapping studies in software engineering: An update. Information and Software Technology, 64, 1-18. https://doi.org/10.1016/j.infsof.2015.03.007
  • Schwarzer, R., & Jerusalem, M. (2002). Das Konzept der Selbstwirksamkeit. In Selbstwirksamkeit Und Motivationsprozesse in Bildunginstitutionen. Zeitschrift für Pädagogik, 44, 54-82.
  • 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(3), 611-625. https://doi.org/10.1037/0022-0663.99.3.611
  • Stewart, V. (2018). How teachers around the world learn. Educational Leadership, 28-35.
  • Tschannen-Moran, M., & Barr, M. (2004). Fostering Student Learning: The Relationship of Collective Teacher Efficacy and Student Achievement. Leadership and Policy in Schools, 3(3), 189-209. https://doi.org/10.1080/15700760490503706
Fonte de datos: Dialnet