Hong Kong Student Teachers' Personal Construction of Teacher Efficacy.

Autor/inn/en	Yeung, Ka Wah; Watkins, David
Titel	Hong Kong Student Teachers' Personal Construction of Teacher Efficacy.
Quelle	(1998), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Elementary Secondary Education; Foreign Countries; Higher Education; Preservice Teacher Education; Self Efficacy; Student Teacher Attitudes; Student Teachers; Teacher Effectiveness; Teacher Student Relationship; Teaching Skills; Hong Kong + Suchen Sie Ihr Suchwort? Klassenführung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Self-efficacy; Selbstwirksamkeit; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Hongkong
Abstract	This study employed the repertory grid technique to investigate how a sample of 27 student teachers in Hong Kong developed a personal sense of teaching efficacy. The analysis indicated that third-year students' perceptions were more homogeneous than were those of first-year students. The results also indicated that teaching efficacy was viewed in terms of the dimensions of concern for instructional participation and learning needs of students, communication and relationships with students, academic knowledge and teaching skills, lesson preparation, management of class discipline, teaching success, teaching commitment, and a sense of self-confidence. Experiences of teaching practice, electives, students, and teaching practice supervisors (electives) were the major sources for the development of a sense of teaching efficacy. Implications of how these aspects of teacher training can be more effective in engendering a sense of efficacy in student teachers are discussed. (Contains 46 references.) (Author/SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC