Effect of Professional Development on Teaching Behaviors and Efficacy in Qatari Educational Reforms

Autor/inn/en	Zimmerman, Whitney Alicia; Knight, Stephanie L.; Favre, David E.; Ikhlef, Atman
Titel	Effect of Professional Development on Teaching Behaviors and Efficacy in Qatari Educational Reforms
Quelle	In: Teacher Development, 21 (2017) 2, S.324-345 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2016.1243571
Schlagwörter	Foreign Countries; Faculty Development; Teacher Behavior; Self Efficacy; Teacher Effectiveness; Educational Change; Educational Policy; Constructivism (Learning); Student Centered Learning; Cultural Influences; Cultural Differences; Role of Education; Program Implementation; Pretests Posttests; Likert Scales; Regression (Statistics); Correlation; Experimental Groups; Control Groups; Comparative Analysis; Religious Factors; Intervention; Predictor Variables; Elementary School Teachers; Scores; Classroom Observation Techniques; Statistical Analysis; Qatar; Teacher Efficacy Scale + Suchen Sie Ihr Suchwort? Ausland; Teacher behaviour; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsreform; Politics of education; Bildungspolitik; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Cultural influence; Kultureinfluss; Kultureller Unterschied; Bildungsauftrag; Likert-Skala; Regression; Regressionsanalyse; Korrelation; Prädiktor; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Statistische Analyse; Katar
Abstract	Qatar is undergoing major educational reform that is shifting its educational policy toward an instructional orientation grounded in constructivism and student-centered instruction. Differences in cultural conceptions of knowledge acquisition and the purpose of education are examined to highlight challenges to Qatar's reform implementation efforts. Self-efficacy theory is reviewed to provide a theoretical framework for our examination of the adequacy of professional development to impact teacher efficacy for implementing reform-based teaching practices. Teaching behaviors in line with the reform and teacher efficacy were quantitatively measured before and after professional development for treatment and control groups. Regression methods were used to examine the impact of professional development on the relationship between teaching behaviors and teacher efficacy. Results indicate a significant interaction effect; for teachers who received the training, the relationship between behaviors and teacher efficacy was negative, while for teachers in the control group this relationship was positive. Implications of the findings for teacher efficacy and professional development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01