Teacher efficacy: A comparative study of Hong Kong and Shanghai Primary in-service teachers

Cheung, Hoi Yan

doi:10.1007/bf03216877

Cited by 114 publications

(114 citation statements)

References 33 publications

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“…Bandura [6] stated that successful experiences that an individual has lived are between main reasons that direct efficacy perception. Nevertheless, the fact that different studies [14,15,17,27] determined that professional experience has crucial impact on efficacy perception regarding implementation process supports the emphasis that participants make on experience. It has been determined that, on the fact that participants view themselves as in efficient, lack of training has a vital effect.…”

Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

Social Studies Teachers' In-service Training Needs towards Project Tasks: A Comparative Case Study

Uyar¹,

Karakuş²

2017

ujer

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This study aims to determine in-service training needs of novice and professionally experienced social studies teachers regarding the planning, implementation and assessment processes of project tasks. The study was carried out using comparative case study from qualitative research patterns as base. Eight social studies teachers who were determined by means of extreme and deviant case sampling constitute the participants of the study. Interview method was used in data collection and collected data were analyzed with inductive content analysis approach. As a result of analysis, it was determined that social studies teachers need an in-service training that includes basic features of project based learning approach and context-based practices. In addition, it was found that teachers need to improve their knowledge and skills especially concerning 'taking student and curriculum characteristics into consideration in project processes', 'adaptation of project processes into different education environments' and 'development and usage of objective assessment tools'.

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Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

Social Studies Teachers' In-service Training Needs towards Project Tasks: A Comparative Case Study

Uyar¹,

Karakuş²

2017

ujer

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“…Klassen et al evidenciaram a pouca atenção que tem sido dada às fontes de eficácia coletiva de professores, sinalizando que é necessário ampliar os estudos nessa área. Perceberam que é preciso investigar como essas fontes podem variar no decorrer da carreira docente, avaliando as influências culturais (Cheung, 2008). Outro problema identificado foi a medição incorreta das crenças.…”

Section: Pesquisas Sobre Eficácia Coletiva Docenteunclassified

Caracterização das Pesquisas sobre Eficácia Coletiva Docente na Perspectiva da Teoria Social Cognitiva

Ramos

Fernandez

Pontes

et al. 2016

Psic.: Teor. e Pesq.

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RESUMO -A eficácia coletiva de professores refere-se ao modo como os membros do corpo docente julgam as capacidades desse grupo para realizar as tarefas específicas de sua função. Este estudo objetivou revisar sistematicamente pesquisas sobre a eficácia coletiva docente, na perspectiva social cognitiva. Para tanto, foram realizadas buscas de artigos publicados entre 2010 a 2014, na base de dados da CAPES. O levantamento resultou em 12 artigos que contemplavam os critérios de inclusão pré-estabelecidos. Os resultados indicaram, por meio da análise dos objetivos dos artigos selecionados, que as variáveis mais utilizadas para estudar a eficácia coletiva foram: autoeficácia e satisfação no trabalho. Notou-se ainda que a maioria das pesquisas utilizou abordagem quantitativa, sendo necessário ampliar os estudos, aplicando técnicas qualitativas.Palavras-Chave: eficácia coletiva, professores, revisão sistemática Characterization of studies on collective teacher efficacy from a Social Cognitive Theory perspectiveABSTRACT -Collective efficacy of teachers refers to the way faculty members judge the capabilities of this group to perform the specific tasks of the ir function. This study aimed to systematic ally review studies on collective teacher efficacy from a social cognitive perspective. The refore, articles in the CAPES database published between 2010 to 2014were reviewed .The survey resulted in 12 articles which contemplated pre-established inclusion criteria. The results indicated by means of analysis of the objectives of the articles that the variables most commonly used to study the collective teacher efficacy were: self-efficacy and job satisfaction. It was also noted that the majority of the studies useda quantitative approach, indicating a necessity to expand the studies applying qualitative techniques.

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“…Ancak, öğret-menlerin kişilerarası öz yeterlik algılarının kıdemlerine göre farklılaştığını belirleyen çalışmalar da vardır. Campbell (1996), Woolfolk-Hoy (2000), Önen ve Öztuna (2005), Daughetry (2005), Say (2005), Cheung (2008), öğretmenlerin kişilerarası öz yeterlik algıları üzerinde kıdem faktörünün anlamlı etkilerinin olduğu sonucuna ulaşılmıştır. Anılan çalışmalardan elde edilen bulgular, bu araştırmadan elde edilen bulgularla çelişmekte-dir.…”

Section: Sonuç Tartışma Ve öNerilerunclassified

Sınıf Öğretmenlerinin Kişilerarası Öz Yeterlilik Algılarıyla Örgütsel Güven Algılarının İncelenmesi

Yorgancı¹,

Bozgeyikli²

2016

OPUS Uluslararası Toplum Araştırmaları Dergisi

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Teacher efficacy: A comparative study of Hong Kong and Shanghai Primary in-service teachers

Cited by 114 publications

References 33 publications

Social Studies Teachers' In-service Training Needs towards Project Tasks: A Comparative Case Study

Social Studies Teachers' In-service Training Needs towards Project Tasks: A Comparative Case Study

Caracterização das Pesquisas sobre Eficácia Coletiva Docente na Perspectiva da Teoria Social Cognitiva

Sınıf Öğretmenlerinin Kişilerarası Öz Yeterlilik Algılarıyla Örgütsel Güven Algılarının İncelenmesi

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