| Description |
1 online resource (xxi, 131 pages .) |
| Contents |
Preservice teacher self-efficacy beliefs: an opportunity to generate "good research" in the Asia-Pacific region / David A.G. Berg and Lisa F. Smith -- The mediating role of collective teacher efficacy beliefs in the relationship between school climate and teacher self-efficacy across mainstream and special needs schools / Wan Har Chong and Ming Ying Ong -- Understanding teacher self-efficacy to teach in inclusive classrooms / Umesh Sharma and Sindu George -- Teaching efficacy belief as a new paradigm for teacher career development and professionalism in Korea / So-Jung Seo -- A comparative study of early childhood teacher self-efficacy for arts education in Australia and Oman / Susanne Garvis and Ali Kemal Tekin -- Inclusion, classroom management and teacher self-efficacy in an Australian context / Stuart Woodcock and Andrea Reupert -- Teacher self-efficacy and junior secondary: exploring a moment of reform in Queensland Schools / Donna Pendergast and Katherine Main -- Teacher efficacy research in mainland China / Olli-Pekka Malinen |
| Summary |
In this book the editors have been able to provide a snapshot of current research being undertaken in the Asia-Pacific region in regards to teacher self-efficacy beliefs. This includes specific focuses on inclusive teaching, professionalism, subject domains, collective efficacy as well as specific contexts of early childhood education and care, primary schools education, special needs schools and teacher education. This allows the reader to begin to develop an understanding about the complexity of teacher self-efficacy as well as the development and relationship between self-efficacy and other theoretical constructs and concepts. The book begins with an overall summary of research in the Asia-Pacific region before moving to a specific focus on research in different countries. All of the chapters also provide hope to the reader about the possibilities of understanding and supporting teachers and schools beliefs to enhance teacher behaviour. Through the implementation of teacher self-efficacy beliefs into educational contexts, teacher education programmes and professional development programmes, there is strong hope that the outcomes of education systems in supporting all students in their learning can be achieved. By allowing teachers to develop their own sources of efficacy and supporting these through all stages of career development, all children can be supported in their own learning |
| Bibliography |
Includes bibliographical references |
| Notes |
Print version record |
| In |
Springer eBooks |
| Subject |
Teachers -- Asia -- Psychology
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Self-efficacy.
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Teachers -- Australia -- Psychology
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Teacher effectiveness -- Asia
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Teacher effectiveness -- Australia
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EDUCATION -- Administration -- General.
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EDUCATION -- Organizations & Institutions.
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Self-efficacy
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Teacher effectiveness
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Teachers -- Psychology
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Asia
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Australia
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| Form |
Electronic book
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| Author |
Garvis, Susanne, editor
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Pendergast, Donna (Donna Lee), editor
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| ISBN |
9789463005210 |
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9463005218 |
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946300520X |
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9789463005203 |
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