A qualitative inquiry into the relationships between teacher efficacy beliefs and teaching task analysis in the context of learner-centred pedagogy

Wei Ching Lee, Li Yi Wang*, Der Thanq Chen

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

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.

Original languageEnglish
Pages (from-to)611-628
Number of pages18
JournalAustralian Educational Researcher
Volume47
Issue number4
DOIs
Publication statusPublished - 2020 Sep 1

Keywords

  • Analysis of teaching task and its context
  • Self-efficacy beliefs
  • Teacher efficacy beliefs
  • Teaching task analysis
  • Thematic analysis

ASJC Scopus subject areas

  • Education

Fingerprint

Dive into the research topics of 'A qualitative inquiry into the relationships between teacher efficacy beliefs and teaching task analysis in the context of learner-centred pedagogy'. Together they form a unique fingerprint.

Cite this