Individual and Collective Self-Efficacy for Teaching Writing in a Multidisciplinary Sample of Canadian Faculty

By Kim M. Mitchell

Background: Teacher self-efficacy can be defined as the confidence teachers hold about their individual and collective capacity to influence student learning. While many faculty assign and assess student writing as part of their course activities,…

Listed in Article | publication by group Discourse and Writing/Rédactologie

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Version 1.0 - published on 10 Jul 2025 doi: 10.31468/dwr.1039 - cite this

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