Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22442
Title: 
Authors: 
Subjects: 
Teacher efficacy beliefs
Self-efficacy beliefs
Teaching task analysis
Analysis of teaching task and its context
Thematic analysis
Issue Date: 
2020
Citation: 
Lee, W. C., Wang, L.-Y., & Chen, D.-T. (2020) A qualitative inquiry into the relationships between teacher efficacy beliefs and teaching task analysis in the context of learner-centred pedagogy. The Australian Educational Researcher, 47, 611–628. https://doi.org/10.1007/s13384-019-00346-y
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.
Description: 
This is the final draft, after peer-review, of a manuscript published in The Australian Educational Researcher. The published version is available online at https://doi.org/10.1007/s13384-019-00346-y
URI: 
ISSN: 
0311-6999 (print)
2210-5328 (online)
DOI: 
Funding Agency: 
Nanyang Technological University, Singapore
File Permission: 
Open
File Availability: 
With file
Appears in Collections:Journal Articles

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