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Autor/inn/en | Lee, Wei Ching; Wang, Li-Yi; Chen, Der-Thanq |
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Titel | A Qualitative Inquiry into the Relationships between Teacher Efficacy Beliefs and Teaching Task Analysis in the Context of Learner-Centred Pedagogy |
Quelle | In: Australian Educational Researcher, 47 (2020) 4, S.611-628 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Wang, Li-Yi) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0311-6999 |
DOI | 10.1007/s13384-019-00346-y |
Schlagwörter | Teacher Attitudes; Beliefs; Self Efficacy; Teaching Methods; Science Teachers; Foreign Countries; Student Centered Learning; Familiarity; Improvement; Difficulty Level; Collegiality; Singapore Lehrerverhalten; Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Qualitätssteigerung; Schwierigkeitsgrad; Kollegialität; Singapur |
Abstract | Theoretically, teacher efficacy beliefs (TEBs) are influenced by the analysis of the teaching task and its context (hereafter, teaching analysis). However, there is a lack of empirical study on the relationships between them. This qualitative exploratory study investigated how teachers related their TEBs to their teaching analysis. Interviews were conducted with ten science teachers in Singapore, who were adopting learner-centred pedagogy in their teaching. Six themes emerged: (a) familiarity with the task; (b) improvability of the task; (c) complexity of the task; (d) compatibility of the task with students; (e) collegiality and (f) structural supports. Findings also reveal the dynamic nature and the contingent aspect of TEBs. Implications for school leaders and educators are suggested. (As Provided). |
Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |