The Relationship between Informal Teacher Learning and Self-Efficacy among Public School Teachers and Private School Teachers in China

Autor/inn/en	Huang, Xianhan; Lai, Chun; Wang, Chan; Xu, Guonian
Titel	The Relationship between Informal Teacher Learning and Self-Efficacy among Public School Teachers and Private School Teachers in China
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 49 (2023) 4, S.597-615 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Xianhan) ORCID (Lai, Chun) ORCID (Wang, Chan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2022.2150533
Schlagwörter	Informal Education; Teacher Education; Self Efficacy; Public School Teachers; Private Schools; Foreign Countries; Cooperative Learning; Interprofessional Relationship; Multimedia Materials; Reflection; Comparative Education; Elementary School Teachers; Secondary School Teachers; Faculty Development; China + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Lehrerausbildung; Lehrerbildung; Self-efficacy; Selbstwirksamkeit; Private school; Privatschule; Ausland; Kooperatives Lernen; Vergleichende Erziehungswissenschaft; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Although informal teacher learning (ITL) has been deemed critical for teachers in various contexts, it remains unknown how different kinds of ITL are associated with teacher self-efficacy, and how these relationships differ between public school teachers and private school teachers. Based on sociocultural theory and reflection theory, this study first categorised ITL activities into four types: (1) learning through interaction with colleagues, (2) learning through interaction with stakeholders (i.e. students, parents, friends, and researchers), (3) learning through interaction with multimedia, and (4) learning through reflection on practice. Borrowing from social cognitive theory, the study then investigated the relationship between each type of ITL and teacher self-efficacy among public school teachers and private school teachers. Survey responses were collected from 289 teachers in a pilot study and 510 teachers in the main study. Multigroup structural equation modelling was used to analyse the data. The results substantially support the existence of the four ITL categories listed above. Compared with the private school teachers, the public school teachers reported that they interacted more with stakeholders. The public school teachers' reflection on practice was significantly related to their self-efficacy, whereas the private school teachers' interaction with stakeholders and multimedia was important to their self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01