Resistance in action learning: struggling with self-efficacy and the social Self – and what about the set advisor?     

Ulrike Burger 《Action Learning: Research and Practice》2013,10(3):264-275

This account of practice explores the concept of resistance in action learning. Resistance is conceptualized as an attempt of self-protection that is manifested in action learners' struggles with their sense of self-efficacy and their social Self. These struggles are an inherent part of the action learning process and may elicit defensive undercurrents that constrain learning. I contribute to debates on criticality in action learning by recognizing the centrality of resistance as a source of learning for participants and set advisors. The intended contribution of this paper is to illuminate the importance of engaging with these limiting processes which can spark a powerful learning experience that reverberates long after the action learning programme has finished. Furthermore, I reflect on the opportunities this alternative view on resistance may provide for us as action learning facilitators and discuss how we may incorporate these reflections in our practice.  相似文献   

Pre-service teachers’ science beliefs,attitudes, and self-efficacy: a multi-case study     

Mahsa Kazempour  Troy D. Sadler 《Teaching Education》2013,24(3):247-271

The aim of this multi-case study was to explore the extent and nature of changes in elementary pre-service teachers’ beliefs, attitudes, and self-efficacy toward science and science teaching as a result of participating in a science methods course. The study specifically focused on three groups of pre-service teachers based on their varying beliefs, attitudes, and self-efficacy prior to the course. The study examined factors that may have contributed to changes in these domains as well as interrelationships among the three constructs.  相似文献   

Building a whole school approach and teacher efficacy with English language learners     

Penny Haworth  Alyson McGee  Lesieli Kupu MacIntyre 《Teachers and Teaching》2013,19(2):164-177

Current professional development initiatives show a preference for whole school approaches. However, pedagogy related to English language learners (ELLs) is often not widely dispersed in New Zealand primary schools, impacting on teacher efficacy with these learners. This paper discusses findings from a qualitative study which aimed to identify influences shaping the dispersal of ELL-related pedagogy in two schools in contrasting socio-economic areas. Data from semi-structured individual interviews with teachers at different class levels revealed unique patterns for the dispersal of ELL-related pedagogy in each school. Teacher data indicated that these patterns were influenced by the performance of ELLs in national standards testing, as well as the special characteristics of ELLs in each setting and the distinctive nature of each context. The dispersal of ELL pedagogy in each school impacted differentially on opportunities to build a sense of collective teaching efficacy with ELLs in that setting, but also raised questions about whether one size should be expected to fit all.  相似文献   

Medical teachers' professional development – perceived barriers and opportunities     

Terese Stenfors-Hayes  Maria Weurlander  Lars Owe Dahlgren  Håkan Hult 《Teaching in Higher Education》2013,18(4):399-408

This paper explores medical teachers' perceived barriers and opportunities for educational and professional development. Data has been gathered through 19 semi-structured interviews with participants on a staff development course 1 year after their participation. The analysis shows that most perceived barriers are found on an organisational level, whilst motivation for development is found on an individual level and often related to the notion of teaching as a ‘private business’. However, what some respondents perceive as barriers are by others seen as opportunities. Some of these differences in perception may be explained by self-efficacy beliefs.  相似文献   

培育和提高研究生自我效能感探研     

任翔  冯海波  董如福 《大理师专学报》2013,(2):58-61

培育和提高研究生的自我效能感,是当前高等学校人才培养的重要内容和责任。选取云南大学2010级在读硕士研究生为研究对象,从培养研究生的视角,探索自我效能感对促进和提高在读硕士研究生的认知能力、创新能力、意志力以及情绪控制能力的意义,分析影响自我效能感的行为表现、动机和情绪等特点,总结归纳出培养和提高研究生自我效能感的若干建议。旨在探索硕士研究生的培养过程,以适应社会需求。  相似文献   

自我效能理论与高校英语专业听说教学研究     

甄琛  王晓丽 《牡丹江教育学院学报》2013,(4):123-124

自我效能是自我系统中起核心作用的动力因素。根据班杜拉的自我效能理论,分析影响高校英语专业听说教学的心理学因素,并根据这些影响因素制定出合理的教学策略,以期提高高校英语专业学生的听说能力。  相似文献   

Teacher enthusiasm and self-efficacy,student-perceived mastery goal orientation,and student motivation in mathematics classrooms     

《Teaching and Teacher Education》2018

The purpose of this study is to examine whether teacher enthusiasm and classroom management self-efficacy are related to classroom mastery orientation and student motivation. We used data from 803 students in grades 9 and 10 (53.3% girls) and their mathematics teachers (N = 41; 58.5% men). Student-perceived teacher enthusiasm was related to classroom mastery orientation as well as to intrinsic value and cost at the student level. Teacher-reported self-efficacy was related to classroom mastery orientation at the classroom level. At both the individual and the classroom level, classroom mastery orientation was related to attainment and utility value.  相似文献   

Validation of the swimming competence questionnaire for children     

Derwin K. C. Chan  Alfred Sing Yeung Lee  Duncan J. Macfarlane  Martin S. Hagger  Kyra Hamilton 《Journal of sports sciences》2020,38(14):1666-1673

ABSTRACT

Two studies were employed to test the reliability and validity of the Swimming Competence Questionnaire (SCQ) among primary school children. Study 1 was a cross-sectional survey in 4959 primary school children. Study 2 was a pre-post-test quasi-experiment among 1609 primary school children who underwent a 20-lesson learn-to-swim programme. In Study 1, exploratory structural equation modelling revealed excellent goodness-of-fit and scale reliability for a two-factor model comprising distance and skill factors, which supported the construct and convergent validity. SCQ scores were significantly and positively correlated with swimming outcomes (i.e., self-efficacy, intention, swimming frequency), which supported SCQ’s concurrent and criterion validity. Average variance extracted for the SCQ factors exceeded cut-off criteria supporting discriminant validity. In Study 2, pre-test SCQ scores correlated significantly and positively with the SCQ scores, self-efficacy, intention, and swimming frequency at post-test, which supported SCQ’s test-retest reliability and predictive validity. Positive intraclass correlation between SCQ scores and coach ratings at post-test provided evidence for SCQ’s inter-rater reliability. SCQ scores significantly improved at post-test, which supported SCQ’s ecological validity. In conclusion, findings indicate that the SCQ is a valid and reliable measure to assess primary school children’s swimming competence, in terms of swimming distance and basic water survival skills.  相似文献   

Associations between individual and collective efficacy beliefs and students' bystander behavior     

Björn Sjögren  Robert Thornberg  Linda Wänström  Gianluca Gini 《Psychology in the schools》2020,57(11):1710-1723

This study examined whether defending and passive bystanding during peer victimization episodes were associated with individual- and classroom-level efficacy to stop peer victimization. Self-report survey data were analyzed from 1,467 Swedish fourth-grade students (mean age = 10.55) from 100 classrooms in 63 schools. Multilevel analyses revealed that, when witnessing peer victimization, students more often defended victims if they were high in defender self-efficacy and if they belonged to classrooms high in collective efficacy. In contrast, students were more likely to remain passive if they were low in defender self-efficacy and if they belonged to classrooms low in collective efficacy. Taken together, our findings suggest that efficacy beliefs both at the individual and at the classroom level contribute to explaining variability in students' bystander behaviors, which has potential implications for prevention and intervention work.  相似文献   

Learner self-efficacy,goal orientation,and academic achievement: exploring mediating and moderating relationships     

Toni Honicke  Matthew Fuller-Tyszkiewicz 《高等教育研究与发展》2020,39(4):689-703

ABSTRACT

Within the context of Pintrich’s self-regulated learning model, recent reviews of the literature show that motivational factors are the strongest predictors of academic performance. Even so, gaps remain in terms of which goal orientation constructs area most strongly related to performance, and whether academic self-efficacy is involved in such relationships, either as mediator or moderator. This study addresses these gaps using a sample of 478 university students; 409 females aged 17–62 (M?=?23.28, SD?=?7.22) and 69 males, aged 18–47 (M?=?22.5, SD?=?6.31). Analyses revealed that academic self-efficacy (ASE) mediated relationships between both mastery and performance-approach goal orientation with achievement, though the mediation effect was larger for the relationship involving mastery approach goal orientation. ASE did not moderate the relationship between performance-approach goal orientation and achievement. Findings suggest teaching programmes should foster learning environments that encourage persistence and effort when learning, and consider how course delivery and feedback can enhance academic self-efficacy, regardless of the goal orientation adopted by students.  相似文献