A Comparative Study of Teaching Efficacy in Pre-Service and In-Service Teachers in Korean Early Childhood Education and Care (ECEC)

Autor/inn/en	Seo, SoJung; Moon, HyukJun
Titel	A Comparative Study of Teaching Efficacy in Pre-Service and In-Service Teachers in Korean Early Childhood Education and Care (ECEC)
Quelle	In: Asia-Pacific Journal of Teacher Education, 41 (2013) 4, S.363-376 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2013.787394
Schlagwörter	Comparative Analysis; Teacher Effectiveness; Questionnaires; Teacher Attitudes; Teaching Methods; Majors (Students); Predictor Variables; Preservice Teachers; Preschool Teachers; Student Attitudes; Child Care Centers; Undergraduate Students; Measures (Individuals); Goodness of Fit; Correlation; Multiple Regression Analysis; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fragebogen; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Prädiktor; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Schülerverhalten; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Messdaten; Korrelation; Ausland; Korea; Republik
Abstract	The main purpose of this study was to investigate the differences between pre-service and in-service teachers in terms of their levels of teaching efficacy and teaching professionalism. In addition, the patterns in predictors of teachers' teaching efficacy were compared between the two subgroups of this study. Five hundred and seventy-three teachers completed self-administered questionnaires. The in-service teachers were found to have higher efficacy than their counterparts in only one of the six subscales of teaching efficacy, the subscale "Teaching Strategies". Additionally, the college major specialisation and some domains of professionalism were found to be predictive to both groups. Along with the main results of this study, implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10