Teacher Educators' Approaches to Teaching and the Nexus with Self-Efficacy and Burnout: Examples from Two Teachers' Universities in China

Autor/inn/en	Cao, Yanling; Postareff, Liisa; Lindblom, Sari; Toom, Auli
Titel	Teacher Educators' Approaches to Teaching and the Nexus with Self-Efficacy and Burnout: Examples from Two Teachers' Universities in China
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 44 (2018) 4, S.479-495 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cao, Yanling) ORCID (Postareff, Liisa) ORCID (Lindblom, Sari) ORCID (Toom, Auli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2018.1450954
Schlagwörter	Teacher Educators; Self Efficacy; Teacher Student Relationship; Teacher Education; Teacher Burnout; Teacher Attitudes; Teaching Methods; Foreign Countries; Correlation; China + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Self-efficacy; Selbstwirksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Korrelation
Abstract	Teacher educators' approaches to teaching, and their experience of burnout and self-efficacy beliefs, are related to how they are able to facilitate student teachers' learning. In this study, 115 Chinese teacher educators responded to a questionnaire in 2015. Based on the previous study investigating the teacher educators' approaches to teaching, the present study explored how these approaches were related to their self-efficacy beliefs in teaching and burnout. Burnout was measured through inadequacy in teacher-student interaction and exhaustion subscales. The analyses revealed that a student-focused approach to teaching among teacher educators was positively related to their self-efficacy beliefs in teaching. Both student- and teacher-focused approaches to teaching were positively related to the educators' experience of inadequacy in teacher-student interaction. However, the study revealed no relationship between teacher educators' approaches to teaching and the experience of exhaustion. To prevent feelings of inadequate interaction with their students, pedagogical training should provide these teacher educators with efficient guidance on how to interact with student teachers. The present study provides new insights in the teacher educators' adoption of the student- and teacher-focused approaches to teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01