Teacher Adaptive Practices: Examining Links with Teacher Self-Efficacy, Perceived Autonomy Support and Teachers' Sense of Adaptability

Autor/inn/en	Loughland, Tony; Alonzo, Dennis
Titel	Teacher Adaptive Practices: Examining Links with Teacher Self-Efficacy, Perceived Autonomy Support and Teachers' Sense of Adaptability
Quelle	In: Educational Practice and Theory, 40 (2018) 2, S.55-70 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-577X
DOI	10.7459/ept/40.2.04
Schlagwörter	Classroom Techniques; Foreign Countries; Teaching Models; Self Efficacy; Educational Practices; Professional Autonomy; Teacher Effectiveness; Teaching Methods; Creativity; Outcomes of Education; Predictor Variables; Correlation; Teacher Attitudes; Australia + Suchen Sie Ihr Suchwort? Klassenführung; Ausland; Lehrmodell; Self-efficacy; Selbstwirksamkeit; Bildungspraxis; Berufsfreiheit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Kreativität; Lernleistung; Schulerfolg; Prädiktor; Korrelation; Lehrerverhalten; Australien
Abstract	Teacher adaptability is an emerging construct in research on teacher effectiveness with evidence of links to improved outcomes for both teachers and students. This study examined the links between teacher adaptive practices and teacher self-efficacy, perceived autonomy support and teacher adaptability. The study found that only teacher adaptability could predict a sub-scale of creativity promoting teaching behaviours. This finding signals an important relationship between teacher adaptability and teacher effectiveness given that student creativity is a valued outcome of schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01