Deze lezing gaf ik in de Commissie Onderwijs van het Vlaamse parlement over tackelen lerarentekort en onderwijs meer kwalitetisvol maken. op 1 oktober 2020.
23. A group's confidence in
its abilities seems to be
associated with greater
success!
Bandura, A. (1997). Self-efficacy: The exercise of control.
New York: W.H. Freeman and Company.
27. CTE in Vlaanderen?
Sterke link met SES van de populatie in school.
Belfi, B., Gielen, S., De Fraine, B., Verschueren, K., & Meredith, C. (2015). School-
based social capital: The missing link between schools' socioeconomic composition and
collective teacher efficacy. Teaching and Teacher education, 45, 33-44.
31. Teachers’ Knowledge About One Another’s Work
Donohoo, J. (2017). Collective efficacy: How educators’
beliefs impact student learning. Thousand Oaks, CA:
32. Cohesive Staff
Donohoo, J. (2017). Collective efficacy: How educators’
beliefs impact student learning. Thousand Oaks, CA:
34. Effective Systems of Intervention
Donohoo, J. (2017). Collective efficacy: How educators’
beliefs impact student learning. Thousand Oaks, CA:
35. Goal Consensus
Robinson, V., Hohepa, M. & Lloyd, C. (2009). School leadership and student
outcomes: Identifying what works and why. Best evidence synthesis iteration [BES].
New Zealand: Ministry of Education.
Kurz, T. B., & Knight, S. L. (2004). An exploration of the relationship among teacher efficacy,
collective teacher efficacy, and goal consensus. Learning Environments Research, 7(2), 111-128.
her staffs' trust in students and parents can be advanced through interactions, both formal and informal, between parents and teachers. However, for these interactions to be trustful, Hoy and Tschannen-Moran (1999) indicate that teachers need to have contacts with parents on a regular basis and that both teachers and parents need to be willing to be vulnerable in the presence of the other party, based on confidence that the other party is benevolent, reliable, competent, honest and open. In addition, schools and policy makers may seek to increase the knowledge of good educational practices held by low-SES parents by boosting the educational opportunities and information resources available to parents. Sharing the same norms regarding the upbringing and education of children will enhance the relationships between parents and teachers (Coleman, 1990) and as the present study pointed out, will subsequently strengthen the CTE of a teacher staff. A
Advanced teacher influence is defined by the degree to which teachers are provided opportunities to participate in important school-wide decisions.
Teachers gain confidence in their peers’ ability to impact student learning when they have more intimate knowledge about each other’s practice.
Cohesion is defined as the degree to which teachers agree with each other on fundamental educational issues.
Responsive leaders show concern and respect for their staff and protect teachers from issues that detract from their teaching time and focus.
Effective systems of intervention help in ensuring that all students are successful.
Reaching consensus on goals not only increases collective efficacy, it also has a direct and measurable impact on student achievement (Robinson, Hohepa, & Lloyd, 2009)