Developing teachers’ self-efficacy and adaptive teaching behaviour through lesson study

Schipper, Tijmen; Goei, Sui Lin; Vries, Siebrich de; Veen, Klaas van

doi:10.1016/j.ijer.2018.01.011

Cited by 75 publications

(82 citation statements)

References 52 publications

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“…High quality teacher-led differentiated instruction studies in secondary education are scarce, although the literature on ICT-applications for differentiated instruction seems to be on the rise. This paucity has not changed much after our search, although there are some recent interesting endeavors for teacher professionalization in differentiated instruction (Brink and Bartz, 2017; Schipper et al, 2017, 2018; Valiandes and Neophytou, 2018) and there have been some recent small-scale studies including aspects of differentiated instruction (Sezer, 2017; Adeniji et al, 2018). This paucity is remarkable given the large interest for the topic of differentiated instruction in both the literature as well as in policy and practice.…”

Section: Conclusion and Discussionmentioning

confidence: 96%

Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence

et al. 2019

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Differentiated instruction is a pedagogical-didactical approach that provides teachers with a starting point for meeting students' diverse learning needs. Although differentiated instruction has gained a lot of attention in practice and research, not much is known about the status of the empirical evidence and its benefits for enhancing student achievement in secondary education. The current review sets out to provide an overview of the theoretical conceptualizations of differentiated instruction as well as prior findings on its effectiveness. Then, by means of a systematic review of the literature from 2006 to 2016, empirical evidence on the effects of within-class differentiated instruction for secondary school students' academic achievement is evaluated and summarized. After a rigorous search and selection process, only 14 papers about 12 unique empirical studies on the topic were selected for review. A narrative description of the selected papers shows that differentiated instruction has been operationalized in many different ways. The selection includes studies on generic teacher trainings for differentiated instruction, ability grouping and tiering, individualization, mastery learning, heterogeneous grouping, and remediation in flipped classroom lessons. The majority of the studies show small to moderate positive effects of differentiated instruction on student achievement. Summarized effect sizes across studies range from d = +0.741 to +0.509 (omitting an outlier). These empirical findings give some indication of the possible benefits of differentiated instruction. However, they also point out that there are still severe knowledge gaps. More research is needed before drawing convincing conclusions regarding the effectiveness and value of different approaches to differentiated instruction for secondary school classes.

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Section: Conclusion and Discussionmentioning

confidence: 96%

Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence

et al. 2019

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“…Self-efficacy is the feelings of competence [3]. Selfefficacy is one's self-confidence in the ability to succeed in doing works [4], someone's belief about his ability to do a job successfully [5], self-efficacy as a belief that someone can perform adequately in special situations [6], Nelson and Quick extend the definition of self-efficacy by dividing self-efficacy into two parts: general self-efficacy and task-specific selfefficacy [7], self-efficacy can apply to specific tasks or various cross-jobs [8].…”

Section: A Self-efficacymentioning

confidence: 99%

Analysis on Items of Lecturer Self-Efficacy Instrument Using Rasch Modeling

Hidayat¹,

Patras²,

Laihad³

et al. 2020

Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019)

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Strong self-efficacy from a lecturer will encourage the lecturer to have motivation and performance in carrying out the duties and functions as a lecturer: teaching, conducting a research and implementing community service. The purpose of this research is to analyze the sub-construct and items of lecturer self-efficacy. The research was conducted at private universities. Data were collected using a questionnaire containing 7 subconstructs of lecturers' self-efficacy. Rasch modeling was used for data analysis. The research findings revealed that the 7 subconstruct of lecturer self-efficacy can be used in the lecturers' self-efficacy research. Furthermore, the findings of Person DIF Plots analysis can be used by the management of educational institution for policy making or actions-taking to develop lecturer self-efficacy. The findings of this study are expected to be the subject of discussion in the development of self-efficacy lecturers in Indonesia.

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“…Personal aims comprise any aspect of a teacher's performance he/she wishes to improve: cf. to overcome initial shyness and self-consciousness when meeting a new class; to reduce teacher talking time; to memorize students' names; to use the board effectively, [13], [14], etc.…”

Section: Planningmentioning

confidence: 99%

The principled eclecticism approach to teaching English and its integration into the Russian system of education

Lavrova¹

2019

P Sci Edu

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Подход избирательного эклектизма к обучению английскому языку и его интеграция в российскую систему высшего образования Цель исследования-рассмотрение основных принципов «избирательного эклектизма», современного подхода к обучению иностранным языкам, в том числе английскому, и его интегрирования в российское образовательное пространство. В соответствии с поставленной целью автор преследует ряд задач, как практического, так и теоретического характера. Основная задача-выяснить, насколько указанный подход эффективен в российской системе высшего образования (1), а также рассмотреть некоторые причины и факторы, препятствующие его интеграции в российскую систему высшего образования (2). В соответствии с обозначенной целью и поставленными задачами, статья поделена на 8 разделов, каждый из которых посвящён одному из аспектов указанного подхода (кроме разделов 1,2). Все разделы содержат не только теоретическую информацию, но и практические результаты проведённого исследования, актуальность которого обусловлена необходимостью пересмотра некоторых методик и методов преподавания иностранных языков для оптимизации образовательного процесса и выпуска высококвалифицированных специалистов в области преподавания иностранного языка. Основной вывод, к которому приходит автор статьи, заключается в том, что при сравнительной эффективности избирательного подхода к обучению иностранному языку студентов языковых вузов, в российской системе высшего образования наблюдается его частичная интеграция, что обусловлено несколькими причинами. Во-первых, (относительной) недоступностью некоторых международных курсов повышения квалификации для преподавателей, таких как TESOL, CELTA и DELTA, вовторых, ориентацией на устаревшие подходы к обучению иностранному языку, как, например, фокусировка на письменном переводе и грамматических правилах в ущерб коммуникативной методике обучения. В целом интегрирование избирательного подхода в российскую образовательную систему должно осуществляться постепенно, с учётом культурно-исторических и образовательных традиций.

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Developing teachers’ self-efficacy and adaptive teaching behaviour through lesson study

Cited by 75 publications

References 52 publications

Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence

Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence

Analysis on Items of Lecturer Self-Efficacy Instrument Using Rasch Modeling

The principled eclecticism approach to teaching English and its integration into the Russian system of education

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