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.