A Qualitative Inquiry into the Relationships between Teacher Efficacy Beliefs and Teaching Task Analysis in the Context of Learner-Centred Pedagogy

Autor/inn/en	Lee, Wei Ching; Wang, Li-Yi; Chen, Der-Thanq
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01