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

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

1 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)611-628
頁數18
期刊Australian Educational Researcher
47
發行號4
DOIs
出版狀態已發佈 - 2020 九月 1

ASJC Scopus subject areas

  • 教育

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