General, collective, and domain-specific teacher self-efficacy among Chinese prospective and in-service teachers in Hong Kong
Publication in refereed journal


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摘要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. (c) 2007 Elsevier Ltd. All rights reserved.
著者Chan DW
期刊名稱Teaching and Teacher Education
詳細描述[ 2008 JCR SCCI Impact Factor : 0.769 ]
出版年份2008
月份5
日期1
卷號24
期次4
出版社Elsevier
頁次1057 - 1069
國際標準期刊號0742-051X
語言英式英語
關鍵詞Hong kong; in-service teachers teacher education; prospective teachers; teacher self-efficacy
Web of Science 學科類別Education & Educational Research; EDUCATION & EDUCATIONAL RESEARCH

上次更新時間 2021-20-01 於 01:11