Contextualizing Teacher Efficacy in a High-Performing System: A Research Agenda

Li Yi Wang*, Jen Yi Li, Liang See Tan, Ling Lee

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

2 引文 斯高帕斯(Scopus)

摘要

Drawing from Albert Bandura’s social cognitive theory, Tschannen-Moran, Woolfolk Hoy and Hoy (1998) proposed an integrated model of teacher efficacy to aid the understanding of this complex construct. This framework, despite its richness and usefulness in framing teacher efficacy research within the education landscape, is barely examined in the Southeast Asian education context. Acknowledging that teacher efficacy is a context-specific construct, this article discusses three defining features of the socio-cultural context in Singapore, including diversification of curriculum, high-stakes examinations and the culture of collectivism. We argue that these three features present a unique culturally appropriated perspective on the interpretation of Tschannen-Moran et al.’s integrated conceptual framework. These contextual characteristics and their implications to choices of methodological inquiries need to be considered in the application of this influential framework to teacher efficacy research across subject matters, levels and academic streams in Singapore as well as other education systems that share similar socio-cultural backgrounds.

原文英語
頁(從 - 到)385-403
頁數19
期刊British Journal of Educational Studies
65
發行號3
DOIs
出版狀態已發佈 - 2017 七月 3
對外發佈

ASJC Scopus subject areas

  • 教育

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