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A qualitative inquiry into the relationships between teacher efficacy beliefs and teaching task analysis in the context of learner-centred pedagogy
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
Author
Lee, Wei Ching
•
Wang, Li-Yi
•
Chen, Der-Thanq
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.
Publisher
Springer
Journal
The Australian Educational Researcher
Funding Agency
Nanyang Technological University, Singapore