Literaturnachweis - Detailanzeige
| Autor/inn/en | Zheng, Xin; Yin, Hongbiao; Liu, Yuan |
|---|---|
| Titel | Are Professional Learning Communities Beneficial for Teachers? A Multilevel Analysis of Teacher Self-Efficacy and Commitment in China |
| Quelle | In: School Effectiveness and School Improvement, 32 (2021) 2, S.197-217 (21 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Zheng, Xin) ORCID (Yin, Hongbiao) ORCID (Liu, Yuan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0924-3453 |
| DOI | 10.1080/09243453.2020.1808484 |
| Schlagwörter | Communities of Practice; Professional Development; Teacher Collaboration; Elementary School Teachers; Correlation; Self Efficacy; Teacher Student Relationship; Reflective Teaching; Dialogs (Language); Cultural Context; Foreign Countries; China |
| Abstract | This study examined the relationships between school-level professional learning communities (PLCs) and individual teachers' self-efficacy and commitment based on questionnaire responses from 1,203 teachers from 39 primary schools in mainland China. Multilevel analysis indicated that reflective dialogue significantly predicted self-efficacy. Shared purpose, collective focus on student learning, and reflective dialogue were positively associated with teacher commitment to students, whilst collaborative activity had a negative influence. The results may be attributed to the contextual characteristics of Chinese teachers' work. Implications for PLC practices are also discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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