General, Collective, and Domain-Specific Teacher Self-Efficacy among Chinese Prospective and In-Service Teachers in Hong Kong

Autor/in	Chan, David W.
Titel	General, Collective, and Domain-Specific Teacher Self-Efficacy among Chinese Prospective and In-Service Teachers in Hong Kong
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 24 (2008) 4, S.1057-1069 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2007.11.010
Schlagwörter	Classroom Techniques; Self Efficacy; Foreign Countries; Teaching Methods; Teacher Attitudes; Knowledge Base for Teaching; Teaching Skills; Beliefs; Teachers; Preservice Teachers; Experience; Hong Kong + Suchen Sie Ihr Suchwort? Klassenführung; Self-efficacy; Selbstwirksamkeit; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Belief; Glaube; Lehrer; Lehrerin; Lehrende; Erfahrung; Hongkong
Abstract	This study assessed two global (general and collective) and seven domain-specific sets of teacher self-efficacy beliefs among 273 Chinese prospective and in-service teachers in Hong Kong. While teachers generally reported having the highest confidence in teaching highly able learners and the least confidence in classroom management, there were significant teacher group differences. Among four groups of teachers, the experienced teachers reported the highest level of global and domain-specific teacher self-efficacy, suggesting that there could be a trend of rising teacher self-efficacy as a teacher went through preparation and teaching practice to becoming a novice and then a more experienced teacher. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10