Professionalism and the reform of teachers and teacher education in the republic of korea &amp; the United States of America

Yeom, Minho; Ginsburg, Mark

doi:10.1007/bf03029264

Cited by 18 publications

(12 citation statements)

References 31 publications

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“…Exploring teacher motivation in diverse settings is informative because teaching practices and conditions show considerable variation within and across countries, and variations in teaching environments and teaching practices may influence teachers' beliefs about their roles and responsibilities (Ho and Hau 2004). For example, teachers in East Asian settings may have very different day-to-day working experiences than teachers in North American settings due to differences in teacher preparation, induction, professional development, and expectations for student behavior and achievement (Yeom and Ginsburg 2007). Self-beliefs like self-efficacy may operate differently in non-Western collectivist settings where beliefs about personal capabilities might be more strongly influenced by perception of in-group expectations rather than personal desires and goals (e.g., Klassen et al 2010).…”

Section: Internationalization Of Teacher Efficacy Researchmentioning

confidence: 98%

Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?

et al. 2010

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This review investigates the state of teacher self-and collective efficacy research conducted from 1998 to 2009. Two hundred and eighteen empirical articles published in 1998-2009 were examined for key characteristics and compared to research published in the previous 12 years (i.e., 1986-1997). Results from the review show increases in overall teacher efficacy research, methodological diversity, domain specificity, internationalization, and focus on collective efficacy. Continuing problem areas were a lack of attention to the sources of teacher efficacy, continued measurement and conceptual problems, a lack of evidence for the links between teacher efficacy and student outcomes, and uncertain relevance of teacher efficacy research to educational practice. An outline of directions for future teacher efficacy research is provided.Keywords Teachers . Self-efficacy . Collective efficacy Teacher efficacy-the confidence teachers hold about their individual and collective capability to influence student learning-is considered one of the key motivation beliefs influencing teachers' professional behaviors and student learning. In recent years, teacher efficacy research has been described as being "on the verge of maturity" by TschannenMoran et al. (1998, p. 202) and "ready to move beyond adolescent angst" by Henson (2002, p. 148). Certainly, the growth of teacher efficacy research has been rapid since the second half of the 1970s, the period that saw the RAND organization introduce two efficacy items on a teacher questionnaire and Bandura (1977) publish his influential early work on self-efficacy. Over the last 30 odd years, the volume of teacher efficacy research has increased, but questions remain about the direction, quality, and influence resulting from the increased attention given to the construct. Previous reviews and critiques have highlighted key issues that need attention in order for teacher efficacy research to attain maturity (e.g., Goddard et al.

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Section: Internationalization Of Teacher Efficacy Researchmentioning

confidence: 98%

Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?

et al. 2010

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“…Teaching contexts in the five selected countries/regions in this study actually differ from each other in terms of their teacher preparation, academic standards, and teacher evaluations (Yeom & Ginsburg, 2007). This variation may account for the mixed results.…”

Section: Discussionmentioning

confidence: 59%

“…Asian teachers would have much lower efficacy simply because Asian cultural values influenced by Confucianism tend to encourage people to identify their weaknesses while Western cultural values influenced by individualism encourage people to present their confidence (Baumeister, Tice, & Hutton, 1989). Many East Asian countries share the Confucian values of self-retrospection (Phuong-Mai, Terlouw, & Pilot, 2005), which may reflect in school contexts and in turn, shape teachers' beliefs as well as their instructional practices (Klassen et al, 2008;Preus, 2007;Yeom & Ginsburg, 2007). The assumption about teacher efficacy as culturally and socially situated challenges the universality of the assumption regarding teacher efficacy and its direct effects on their instructional practices.…”

Section: Introductionmentioning

confidence: 99%

“…The first interpretation was that teacher efficacy can be subject to cultural influences and thus, its influences on teachers' teaching and students learning vary as a result (Lin & Gorrell, 2001;Yeom & Ginsburg, 2007). For example, some scholars (Klassen et al, 2009;Pajares, 2007) suggest that teacher self-efficacy may operate differently in Asian settings.…”

Section: Introductionmentioning

confidence: 99%

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Relationship Between Teacher Efficacy and Self-Reported Instructional Practices: An Examination of Five Asian Countries/Regions Using TIMSS 2011 Data

Shi

2014

Front Educ China

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Teacher efficacy in a particular content area is seen as an important factor shaping teaching practice and student learning in the Western literature. However, inadequate efforts have been made to examine this assumption empirically. Drawing on the Trends of International Mathematics and Science Study (TIMSS) 2011 mathematics teachers' data at the eighth grade level, this study examines the relationship between teacher efficacy in teaching mathematics and teachers' mathematical instructional practices in five Asian countries/regions. Guided with Bandura's social cognitive theory, this study finds that overall teachers in the five countries/regions reported much lower teacher efficacy in teaching mathematics and lower levels of instructional practices than the international norms. The relationship between teacher efficacy and instructional practices varied within these countries/regions. Teacher efficacies in teaching mathematics are not always statistically and positively related to their instructional practices in engaging students. Together, these findings challenge the theoretical assumption about the positive relationship between teacher efficacy and instructional practices. Possible reasons of these findings and future directions are discussed.

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“…Alternatively, this could still be explained from the perspective of centralised versus decentralised forms of educational governance, as supported by Yeom and Ginsburg (2007) in their comparative study of how South Korea and the US scholars conceptualise teachers and teacher education. They analysed education reform documents from the two countries and found that while they were able to easily locate 20 years of government policy documents in South Korea they could not do so in the USA, where the policy documents could vary by state and even by school district.…”

Section: Challenges In Carrying Out International Research and Lessonmentioning

confidence: 96%

Educational collaboration across borders: the preparation of the Transforming teacher education. Redefined professionals for 21^st century schools report

Tan

Wong

Fang

et al. 2010

Journal of Education for Teaching

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This paper provides an account of the processes leading to the report Transforming teacher education. Redefined professionals for 21 st century schools undertaken by the International Alliance of Leading Education Institutes. The report is a unique document, neither a series of country studies nor one based on an extensive review of the literature. Rather, it attempted to strongly reflect widely varying contexts and responses in teacher education in Asia, Europe, Brazil, Canada and the USA given key global imperatives. This paper traces the rationale, origin and development of the International Alliance, institutional members, and its objectives. The paper also articulates the distinctive collegial process and key decisions involved in the identification of themes, the different contributions of scholars, and the unique challenges of consolidating the vast amount of information across different contexts, languages and cultures. Finally, four key assertions and a summary of implications for teacher preparation and development will be presented based on the Alliance report.

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Professionalism and the reform of teachers and teacher education in the republic of korea & the United States of America

Cited by 18 publications

References 31 publications

Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?

Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?

Relationship Between Teacher Efficacy and Self-Reported Instructional Practices: An Examination of Five Asian Countries/Regions Using TIMSS 2011 Data

Educational collaboration across borders: the preparation of the Transforming teacher education. Redefined professionals for 21^st century schools report

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Professionalism and the reform of teachers and teacher education in the republic of korea & the United States of America

Cited by 18 publications

References 31 publications

Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?

Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?

Relationship Between Teacher Efficacy and Self-Reported Instructional Practices: An Examination of Five Asian Countries/Regions Using TIMSS 2011 Data

Educational collaboration across borders: the preparation of the Transforming teacher education. Redefined professionals for 21st century schools report

Contact Info

Product

Resources

About

Educational collaboration across borders: the preparation of the Transforming teacher education. Redefined professionals for 21^st century schools report