Exploring Preschool Teachers' Conceptions of Teaching and Learning, and Their Self-Efficacy of Classroom Management and Pedagogical Content Knowledge

Autor/inn/en	Shen, Kuan-Ming; Cheng, Yi-Wen; Lee, Min-Hsien
Titel	Exploring Preschool Teachers' Conceptions of Teaching and Learning, and Their Self-Efficacy of Classroom Management and Pedagogical Content Knowledge
Quelle	In: Asia-Pacific Education Researcher, 32 (2023) 2, S.263-273 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Min-Hsien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-022-00649-2
Schlagwörter	Preschool Teachers; Self Efficacy; Classroom Techniques; Pedagogical Content Knowledge; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Self-efficacy; Selbstwirksamkeit; Klassenführung; Pädagogische Kompetenz; Ausland
Abstract	This study aimed to understand the relationship among conceptions of teaching and learning (COLT), classroom management self-efficacy (CMSE), and pedagogical content knowledge self-efficacy (PCKSE). A total of 485 in-service Taiwanese preschool teachers participating in this study completed three questionnaires, viz. the Conceptions of Teaching and Learning, the Classroom Management Self-efficacy, and the Pedagogical Content Knowledge Self-efficacy. The research findings indicated that, while teachers regarded conceptions of teaching and learning from a constructivist perspective, they tended to possess higher classroom management self-efficacy and in turn expressed higher PCK self-efficacy. On the contrary, teachers with traditional conceptions of teaching and learning tended to have lower classroom management self-efficacy and accordingly displayed lower PCK self-efficacy. According to the research findings, the present study encouraged teachers to develop constructivist COTL in order to foster better management and PCK. Besides, it is suggested that future studies explore other factors affecting teachers' self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01