I Think I Can Engage My Students. Teachers' Perceptions of Student Engagement and Their Beliefs about Being a Teacher

Autor/inn/en	van Uden, Jolien M.; Ritzen, Henk; Pieters, Jules M.
Titel	I Think I Can Engage My Students. Teachers' Perceptions of Student Engagement and Their Beliefs about Being a Teacher
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 32 (2013), S.43-54 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2013.01.004
Schlagwörter	Learner Engagement; Self Efficacy; Vocational Education; Foreign Countries; Teacher Behavior; Teacher Attitudes; Outcomes of Education; Teacher Motivation; Interpersonal Competence; Surveys; Self Evaluation (Individuals); Teacher Effectiveness; Pedagogical Content Knowledge; Netherlands + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Ausbildung; Berufsbildung; Ausland; Teacher behaviour; Lehrerverhalten; Lernleistung; Schulerfolg; Interpersonale Kompetenz; Survey; Umfrage; Befragung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Pädagogische Kompetenz; Niederlande
Abstract	Student engagement is an important condition for positive outcomes at school. This study examined whether teachers' motives for being a teacher, their ratings of the relative importance of different teacher competences, their self-efficacy for teaching, and ratings of their own interpersonal teacher behavior could predict teacher perceptions of student engagement. Relations between perceived student engagement and teacher beliefs were explored using data from a survey of 195 teachers in prevocational and vocational education in the Netherlands. Teachers rating themselves higher on dimensions of interpersonal teacher behavior, importance of didactic and pedagogical competence, and self-efficacy perceived their students as more engaged. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10