Literaturnachweis - Detailanzeige
Autor/in | Akkuzu, Nalan |
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Titel | The Role of Different Types of Feedback in the Reciprocal Interaction of Teaching Performance and Self-Efficacy Belief |
Quelle | In: Australian Journal of Teacher Education, 39 (2014) 3, Artikel 3 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0313-5373 |
Schlagwörter | Role; Feedback (Response); Self Efficacy; Teaching Skills; Case Studies; Student Teachers; Teacher Education; Chemistry; Science Instruction; Grade 5; Elementary School Teachers; Social Cognition; Persuasive Discourse; Physiology; Microteaching; Reflective Teaching; Semi Structured Interviews; Correlation; Learning Experience; Performance Based Assessment; Foreign Countries; Turkey Rollen; Self-efficacy; Selbstwirksamkeit; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Case study; Fallstudie; Case Study; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerausbildung; Lehrerbildung; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Soziale Kognition; Persuasion; Persuasive Kommunikation; Physiologie; Korrelation; Lernerfahrung; Leistungsermittlung; Ausland; Türkei |
Abstract | The purpose of this study was to explore the role of feedback based on self-efficacy belief sources in the reciprocal interaction of teaching performance and self-efficacy beliefs. A single case study design was employed to address and began to bridge the gap in our understanding of the relationship between feedback, self-efficacy belief and teaching performance. The data for this study were collected in the form of semi-structured interviews from 6 volunteer 5th-grade chemistry student teachers. The data were analyzed based on an inductive analytical approach. The results indicated that different types of feedback based on self-efficacy belief sources directly affected the student teachers' self-efficacy beliefs and teaching performance. It may be concluded that different types of feedback provided key paths for student teachers to better understand their own developing teaching performance and that of other teachers. (As Provided). |
Anmerkungen | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |