The roles of teacher efficacy in instructional innovation: its predictive relations to constructivist and didactic instruction

Nie, Youyan; Tan, Gim Hoon; Liau, Albert K.; Lau, Shun; Chua, Bee Leng

doi:10.1007/s10671-012-9128-y

Cited by 94 publications

(67 citation statements)

References 21 publications

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“…Beliefs about teaching and learning differ among individuals: while some conceive of the teacher as the holder of knowledge whose purpose is to transmit it to students, others maintain that the teacher should favour students' active learning. In the literature (Chan & Elliott, 2004;Nie & Lau, 2010;Nie, Tan, Liau, Lau, & Chua, 2012;OECD, 2014), two general classes of beliefs are typically distinguished: "direct transmission" beliefs and "constructivist" beliefs. Beliefs in direct transmission are centred around the idea of the transmission of knowledge by the teacher to the students, the latter being passive recipients.…”

Section: Classroom Management Practices and Beliefs Investigated In Tmentioning

confidence: 99%

Factors Influencing the Evolution of Vocational Teachers’ Beliefs and Practices Related to Classroom Management during Teacher Education

Girardet¹,

Berger²

2018

AJTE

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Section: Classroom Management Practices and Beliefs Investigated In Tmentioning

confidence: 99%

Factors Influencing the Evolution of Vocational Teachers’ Beliefs and Practices Related to Classroom Management during Teacher Education

Girardet¹,

Berger²

2018

AJTE

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“…Öğretmenlerin öz-yeterliği arttıkça, öğretimsel yaratıcılık (Nie, Tan, Liau, Lau ve Chua, 2013), iş doyumları (Gamsız, Yazıcı ve Altun, 2013;Gençtürk ve Memiş, 2010;Skaalvik ve Skaalvik, 2010;Skaalvik ve Skaalvik, 2014;Telef, 2011), yaşam doyumları (Telef, 2011), problem çözme becerileri (Altunçekiç, Yaman ve Koray, 2005;Aylar ve Aksin, 2011;Kesicioğlu ve Güven, 2014;Yenice, 2012), empati ve iletişim becerileri artmakta (Kesicioğlu ve Güven, 2014) ve tükenmişlikleri azalmaktadır (Bümen, 2010;Friedman, 2003;Gholami, 2015;Gündüz, 2012;Savaş, Bozgeyik ve Eser, 2014;Schwarzer ve Hallum, 2008;Skaalvik ve Skaalvik, 2010;Skaalvik ve Skaalvik, 2014;Telef, 2011).…”

Section: öğRetmen öZ-yeterliğiunclassified

Okul Psikolojik Danışmanlarının Genel Öz-Yeterlik İnancı ve Örgütsel Özdeşleşme Algısı

Özgözgü¹,

Bektaş²,

Arıkan³

et al. 2017

İlköğretim Online

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ÖZ. Eğitim kurumlarında görev yapan öğretmenlerin öz-yeterlik ve örgütsel özdeşleşme algıları örgütler için önemli araştırma konuları olmuştur. Araştırmanın amacı, okul psikolojik danışmanlarının öz-yeterlik algıları ve örgütsel özdeşleşme düzeylerini belirlemek ve bunlar arasındaki ilişki düzeyini ortaya çıkarmaktır. Araştırma, ilişkisel tarama yöntemi ile yapılmıştır. Araştırmada veri toplama aracı olarak "Genel Öz Yeterlik Ölçeği", "Örgütsel Özdeşleşme Ölçeği" ve kişisel bilgi formu kullanılmıştır. Araştırmaya, İzmir ilinde çalışan 348 (235'i kadın ve 113'ü erkek) okul psikolojik danışmanı gönüllü olarak katılmıştır. Araştırmada, kolay ulaşılabilir örnekleme yöntemi kullanılmıştır. Araştırma sonucunda, okul psikolojik danışmanlarının genel öz-yeterlik inançları ortanın üzerinde ve örgütsel özdeşleşme algıları ise orta düzeyde bulunmuştur. Araştırmada ayrıca genel öz-yeterlik inançları ile örgütsel özdeşleşme algıları arasında anlamlı ilişki görülmüştür. Genel öz-yeterlik inançlarının sürdürme boyutu, örgütsel özdeşleşme algılarının yordanmasına anlamlı katkı yapmıştır. Bu bulgular, literatürdeki önceki araştırma bulguları ile karşılaştırılarak tartışılmış ve araştırma bulgularına göre birtakım öneriler öne sürülmüştür. Anahtar Sözcükler: Psikolojik Danışman, Öz-Yeterlik, Örgütsel Özdeşleşme ABSTRACT. The perceptions of self-efficacy and organizational identification of the teachers who work in educational organizations have been important research subjects for the organizations. The aim of the study is to determine the school psychological counsellors' perception of self-efficacy and their level of organizational identification and to examine the level of relationship between them. Correlative and comparative investigation model is used in this study. In this study, "The General Self-Efficacy Scale" "The Organizational Identification Scale" and personal information forms were used as data acquisition tools. 348 (235 female and 151 male) school psychological counsellors, who were worked in İzmir, voluntarily participated to the study. Convenience sampling method was used in this study. As a result of the study, it was concluded that the school psychological counsellors' general self-efficacy beliefs are seen to be above the average, and their sense of organizational identification is on average. In this study, there was found also a positive and significant relationship between general self-efficacy beliefs and organizational identification perceptions. "Perseverance -insistence" which is the sub-dimension of general self-efficacy beliefs has a significant predictive effect on organizational identification perceptions of the school psychological counsellors. These findings were discussed in comparison with the findings of previous research in the literature and according to the research results some suggestions were asserted. Keywords: Psychological Counselor, Self-Efficacy, Organizational Identification SUMMARY Purpose and Significance: It is possible to say that the teachers who have high sense of self-effic...

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“…Vygotsky (1978) proposed a theory, commonly known as constructivism, about how people construct knowledge. This theory has been widely used in the education sector all over the world (Nie, Tan, Liau, Lau & Chua, 2012). According to this theory, learning requires active engagement of the learners (James, 2006;Nie et al, 2012).…”

Section: A Theoretical Framework For Formative Assessment Of Readingmentioning

confidence: 99%

Teachers’ Use of Formative Assessment for the Teaching of Reading Comprehension in Grade 3

Mkhwanazi¹,

Joubert²,

Phatudi³

et al. 2014

MJSS

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The roles of teacher efficacy in instructional innovation: its predictive relations to constructivist and didactic instruction

Cited by 94 publications

References 21 publications

Factors Influencing the Evolution of Vocational Teachers’ Beliefs and Practices Related to Classroom Management during Teacher Education

Factors Influencing the Evolution of Vocational Teachers’ Beliefs and Practices Related to Classroom Management during Teacher Education

Okul Psikolojik Danışmanlarının Genel Öz-Yeterlik İnancı ve Örgütsel Özdeşleşme Algısı

Teachers’ Use of Formative Assessment for the Teaching of Reading Comprehension in Grade 3

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