Hong Kong Student Teachers' Personal Construction Of Teaching Efficacy

Yeung, Ka Wah; Watkins, David

doi:10.1080/713663713

Cited by 49 publications

(45 citation statements)

References 19 publications

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“…The social cognitive theory, when applied to teaching, explains that teachers using authentic and student-directed activities such as learner-centered practices develop the conviction to be successful and thus perform well (Sariscsany, 2005). The use of a learner-centered approach in teaching enables the teacher to be more effective and perform better (Yeung & Watkins, 2000).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…This finding also indicates that preservice teachers with higher levels of teaching efficacy attribute their gains to a number of active rather than passive instructional strategies used within the course. Yeung & Watkins (2000) mentioned in their study that experiences of teaching practice, electives, pupils, and teaching practice supervisors (Electives) are the major sources for the development of a sense of teaching efficacy. Although it was not exactly mentioned that learner-centered practices affects teaching efficacy, the discussion provided by Yeung & Watkins (2000) explains the direction of learnercenteredness leading to teaching efficacy.…”

Section: Learner-centered Practicesmentioning

confidence: 99%

See 1 more Smart Citation

The Role of Teacher Efficacy and Characteristics on Teaching Effectiveness, Performance, and Use of Learner-Centered Practices

Magno¹,

Sembrano²

2008

Asia-Pac.Educ.Res.

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The study tested two models on the interaction of teacher variables using Structural Equations Modeling (SEM). In the first model, the effect of teacher's personality characteristics and teaching efficacy on teacher's performance and effective teaching was tested. In the second model, the effects of learner-centered practices on teacher's performance, effective teaching, and teaching efficacy were included. 296 teachers from a community college were assessed by their students on their teaching performance using the Student Instructional Report (SIR), the Effective Teaching Inventory (ETI), and the Learner-centered Practices Questionnaire which were devised by the researchers. On the other hand, the teachers assessed themselves using Osgood's Personality Characteristics Scale and the Teacher Efficacy Inventory by Gibson and Dembo (1984). In the SEM analysis, the two models did not change on their measures of goodness of fit with a RMSEA of .045 indicating that both models have a rather good fit. It was found that the teachers practicing learner-centered approaches use their self-efficacy in order to be effective in teaching, but it was also found that being effective does not result in high teaching performance ratings. The use of learner-centered practices is seen as effective but does not warrant having high ratings based on student assessment. A teacher's general performance in teaching is influenced by various internal and external factors. These different teaching factors are measured and assessed in order to come up with indicators of successful teaching that would effectively regulate students' learning and serve as success indicators for a school. Various studies have proposed different criteria on how to assess teaching performance and they differ according to different schools' specific objectives. However, in explaining teaching performance, there are important common factors that need to be considered. Teacher performance is influenced by the teachers' personality characteristics (

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Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Learner-centered Practicesmentioning

confidence: 99%

The Role of Teacher Efficacy and Characteristics on Teaching Effectiveness, Performance, and Use of Learner-Centered Practices

Magno¹,

Sembrano²

2008

Asia-Pac.Educ.Res.

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“…Also, it is emphasized that there is a relationship between teacher candidates' perceived teacher self-efficacy and teacher training curricula and programs. For example, Yeung and Watkins (2000) point out that the teacher training curriculum is under a wide umbrella including personal constructs regarding educational thoughts that the teacher candidates attain through educational practices and self-discoveries. They argued that self-efficacy influence the way candidates learn teaching, their perceptions, judgments and activities like decision-making within the classroom (Yeung & Watkins, 2000).…”

Section: Perceived Teacher Self-efficacymentioning

confidence: 99%

Perceived Teacher Self-Efficacy of Teacher Candidates Enrolled in the Pedagogical Formation Certificate Program

Güngör

Özdemir

2017

IJHE

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This study aims to determine the variables affecting teacher candidates' perceived self-efficacy levels. The study was conducted with 560 students who attended the pedagogical formation programs, a type of teacher training program, run by two different universities in Turkey during the academic year of 2016-2017. The data was obtained by Teachers' Sense of Efficacy Scale, developed by Tschannen-Moran and Hoy (2001) and adopted to Turkish by Çapa, Çakıroğlu and Sarıkaya (2005). SPSS package program was used for data analysis, and percentage, arithmetic mean, standard deviation, independent groups t-test, one-way analysis of variance (ANOVA) and LSD test were used for the analysis of data. According to the study findings, candidates' views on self-efficacy differ according to their ages, sexes, universities, settlements they have lived the longest, faculties and mother's education level while their self-efficacy views did not differ according to their own and father's education level. As the teacher candidates' ages increased, their self-efficacy also increased. Males compared to females, Kafkas University's students compared to Niğde Ömer Halisdemir University's students, the students who have lived in metropolises the longest compared to others, students from faculties who accept students with ability exams compared to other faculties considered themselves more efficacious about teaching.

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“…Yeung and Watkins (2000) found teacher candidates' beliefs about their teaching abilities were influenced by verbal persuasion, the quality of supervision they received, as well as the mastery experiences they had during practice teaching. All four of the influences on teacher efficacy were found to positively impact teacher candidates' efficacy during college teacher preparation courses as well as student teaching (Housego, 1992;Wenner, 2001).…”

Section: Teacher Efficacymentioning

confidence: 99%

“…The impacts of the four influences on efficacy have been widely studied (Housego, 1992;Johnson, 2010;Tschannen-Moran & McCaster, 2009;Wenner, 2001;Yeung & Watkins, 2000). Yeung and Watkins (2000) found teacher candidates' beliefs about their teaching abilities were influenced by verbal persuasion, the quality of supervision they received, as well as the mastery experiences they had during practice teaching.…”

Section: Teacher Efficacymentioning

confidence: 99%

Cognitive coaching : the impact on teacher candidates' teacher efficacy.

Burnett¹

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Hong Kong Student Teachers' Personal Construction Of Teaching Efficacy

Cited by 49 publications

References 19 publications

The Role of Teacher Efficacy and Characteristics on Teaching Effectiveness, Performance, and Use of Learner-Centered Practices

The Role of Teacher Efficacy and Characteristics on Teaching Effectiveness, Performance, and Use of Learner-Centered Practices

Perceived Teacher Self-Efficacy of Teacher Candidates Enrolled in the Pedagogical Formation Certificate Program

Cognitive coaching : the impact on teacher candidates' teacher efficacy.

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