Relationship between Teacher Efficacy and Self-Reported Instructional Practices: An Examination of Five Asian Countries/Regions Using TIMSS 2011 Data

Autor/in	Shi, Qingmin
Titel	Relationship between Teacher Efficacy and Self-Reported Instructional Practices: An Examination of Five Asian Countries/Regions Using TIMSS 2011 Data
Quelle	In: Frontiers of Education in China, 9 (2014) 4, S.577-602 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1673-341X
Schlagwörter	Correlation; Teaching Methods; Mathematics Instruction; Social Cognition; Teacher Effectiveness; Mathematics Teachers; Middle School Teachers; Self Efficacy; Asians; Cross Cultural Studies; Learner Engagement; Foreign Countries; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Soziale Kognition; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Self-efficacy; Selbstwirksamkeit; Asian; Asiat; Asiatin; Asiaten; Asiate; Cultural comparison; Kulturvergleich; Ausland
Abstract	Teacher efficacy in a particular content area is seen as an important factor shaping teaching practice and student learning in the Western literature. However, inadequate efforts have been made to examine this assumption empirically. Drawing on the Trends of International Mathematics and Science Study (TIMSS) 2011 mathematics teachers' data at the eighth grade level, this study examines the relationship between teacher efficacy in teaching mathematics and teachers' mathematical instructional practices in five Asian countries/regions. Guided with Bandura's social cognitive theory, this study finds that overall teachers in the five countries/regions reported much lower teacher efficacy in teaching mathematics and lower levels of instructional practices than the international norms. The relationship between teacher efficacy and instructional practices varied within these countries/regions. Teacher efficacies in teaching mathematics are not always statistically and positively related to their instructional practices in engaging students. Together, these findings challenge the theoretical assumption about the positive relationship between teacher efficacy and instructional practices. Possible reasons of these findings and future directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01