The Role of Different Types of Feedback in the Reciprocal Interaction of Teaching Performance and Self-Efficacy Belief

Autor/in	Akkuzu, Nalan
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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