Self-efficacy perception and ideas of teaching and learning. An exploratory study with teachers

The contribution is part of a more general research design aimed at monitoring over time the training needs of teachers trained by the University of Modena and Reggio Emilia. An Italian adaptation of the self-efficacy questionnaire (Tschannen-Moran, Hoy, 2001), in the reduced 12-item version, was used to investigate the representations of teachers, both pre-service and in-service, All respondents to the questionnaire were asked to draw themselves in their work context. We collected about 900 anonymous questionnaires and drawings. A random sample of the drawings was examined on the basis of Thomas’ checklist (2001), which was intended to identify the presence/absence of elements (teacher and student activities and position, tools and visual aid, etc.) useful in representing a teacher-centered or student-centered approach to teaching. Initial descriptive analyses revealed a need for training on different assessment strategies for both in-service and pre-service
teachers and a perception of self-efficacy more dependent on seniority than on qualification. Disaggregated analyses seem to show that students and teachers identify with a student-centered model. Data collected at the beginning of the training are discussed, with reference to the school order and the proposed training course.