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About this book

This book demonstrates how teaching staff in HEIs can foster students' self-efficacy beliefs to promote excellence and enable their students to sustain effective learning. Combining theory with tangible methods for everyday use, it gives the reader the core tools and methods to use in their own practical teaching.

Table of Contents

1. The Teaching Environment in Higher Education

Abstract
This chapter maps the landscape of learning within higher education, and the impact of the physical environment on learning and teaching is considered. There is a discussion of the understanding of excellence in education and the practicalities of achieving this by utilising resources to create situations where students and staff can flourish. A shift in perspective is encouraged with the introduction of the idea that academic work, including teaching and assessment, is like a performance that requires preparation and rehearsal. The teacher is called to be an active participant in teaching and learning processes through engagement, facilitation, and learning. Learning happens everywhere. As thinking, breathing people experience their everyday lives they are exposed to countless situations where learning can happen. In higher education, teachers are privileged to be in a position where students come to learn. They choose to come. Education is required for youths, but applying to continue learning in higher education is a wilful choice made by students, and for teachers this presents a unique opportunity to shape and guide students’ personal and intellectual development.
Laura Ritchie

2. Whole Students

Abstract
The concept of self-efficacy is examined in detail, considering specifically how it is influenced and formed. These beliefs are oriented within the student’s overall perception of their ‘self’ and contextualised within learning and achieving in a higher education setting. The overall importance and relevance of developing self-efficacy beliefs is presented and the chapter begins introducing how to bring these concepts to a practical teaching setting.
Laura Ritchie

3. Modes of Communication and Their Influence on Self-Efficacy

Abstract
This chapter examines interaction, communication, and feedback between teachers and their students within the context of learning and teaching. Various methods of engagement are described and contextualised in different practical teaching situations. Specific examples of everyday speech and movement are considered to demonstrate how a shift in awareness and applying simple, small changes can improve the effectiveness of communication and have a positive influence on self-efficacy beliefs.
Laura Ritchie

4. Embedding the Foundations of Self-Efficacy in the Classroom

Abstract
Students’ perspectives, beliefs, and processes are considered in relation to how they approach learning new concepts and material. Educational and psychological models of learning are discussed and the interrelationships of self-efficacy beliefs within learning process are presented. Various types of modelling, from mastery to student models, are introduced as mechanisms to facilitate understanding and learning, and ways for teachers to integrate these into daily practice are introduced.
Laura Ritchie

5. Developing Mastery Experiences

Abstract
This chapter focuses on mastery experiences as something that students can personally take responsibility for and achieve. Self-regulation, which allows individuals to incrementally attend to all aspects of their learning, is presented, and associated skills and behaviours are outlined within the various dimensions of self-regulation and their application to academic settings. The relationship of strategic thinking to successful achievement and to developing and reinforcing self-efficacy is explored and positioned as a tool for developing confident, autonomous learners.
Laura Ritchie

6. Self-Efficacy in Practice: Outcomes and Attainments

Abstract
The relationship of self-efficacy beliefs to goal setting and achieving outcomes is explored in this chapter. The value of attainment is considered in how interim stages of learning activity can act as positive preparatory experience for final assessments, forming foundations for positive self-efficacy beliefs, and marking progress towards successfully reaching goals. Instances where teachers can help students to choose, plan, and organise learning and experience are discussed. Finally, links between the qualities developed through self-efficacy and self-regulated learning are related to professional practice and entering the workforce.
Laura Ritchie

7. Implications for Life-Long Connections with Learning and Teaching

Abstract
Establishing a strong sense of self-efficacy sets the foundation for a continuing pattern of learning and achievement that happens through professional development and an active pursuit of personal growth. Planning, seeking, reflecting on opportunities for training, and peer co-learning can facilitate a positive career trajectory and keep a teacher’s perspective fresh and fitting with today’s fast-changing workplace. This chapter considers the ongoing development of self-efficacy as someone moves from being a student to having a professional career, and challenges teachers to reflect and strive for continued life-long learning.
Laura Ritchie
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