Karl F. Wheatley

The potential benefits of teacher efficacy doubts for educational reform

Abstract This paper analyzes the benefits that specific teacher efficacy doubts can have for educational reforms, especially for progressive, meaning-centered reforms. Teachers’ efficacy doubts may support reform in several ways, perhaps most significantly by supporting teacher learning. Similar benefits can be expected for specific teacher doubts regarding collective teacher efficacy. The important role of efficacy doubts in progressive, meaning-centered teaching is highlighted. These conclusions challenge the common assumption that teachers’ doubts about their efficacy are inherently problematic for reforms. Connections are made to research on learning, teacher efficacy, and teacher education. Implications for research, teacher education and educational policy are described.

Two approaches to teaching transformational lesson planning

Abstract Teaching teachers to write lessons that exemplify transformational curriculum is vitally important, yet challenges face early childhood teacher educators who attempt this task. Two approaches for writing lesson plans are outlined, and the benefits of these planning approaches are described. Students become more knowledgeable about different types of objectives, about national standards and benchmarks, and about developmentally appropriate practice, emergent curriculum, and transformational curriculum. Students become more skilled at writing developmental and subject matter objectives, creating appropriate assessments for objectives, and articulating connections between objectives and standards and benchmarks. Finally, students become more focused on educational objectives and child outcomes.