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Article: Hong Kong Student Teachers' Personal Construction Of Teaching Efficacy

TitleHong Kong Student Teachers' Personal Construction Of Teaching Efficacy
Authors
KeywordsEducation
Issue Date2000
PublisherLawrence Erlbaum Associates, Inc. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp
Citation
Educational Psychology, 2000, v. 20 n. 2, p. 213-235 How to Cite?
AbstractThis study employed the repertory grid technique to investigate how a sample of 27 student teachers in Hong Kong developed a personal sense of teaching efficacy. The analysis indicated that the third year students' perceptions were more homogenous than were those of the first year students. The results also indicated that teaching efficacy was viewed in terms of the dimensions of concern for instructional participation and learning needs of pupils, communication and relationships with pupils, academic knowledge and teaching skills, lesson preparation, management of class discipline, teaching success, teaching commitment, and a sense of self-confidence. Experiences of teaching practice, electives, pupils, and teaching practice supervisors (Electives) were the major sources for the development of a sense of teaching efficacy. Implications of how those aspects of teacher training can be more effective in engendering a sense of efficacy in the student teachers are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/42668

 

DC FieldValueLanguage
dc.contributor.authorYeung, KWen_HK
dc.contributor.authorWatkins, DAen_HK
dc.date.accessioned2007-03-23T04:29:24Z-
dc.date.available2007-03-23T04:29:24Z-
dc.date.issued2000en_HK
dc.identifier.citationEducational Psychology, 2000, v. 20 n. 2, p. 213-235en_HK
dc.identifier.urihttp://hdl.handle.net/10722/42668-
dc.description.abstractThis study employed the repertory grid technique to investigate how a sample of 27 student teachers in Hong Kong developed a personal sense of teaching efficacy. The analysis indicated that the third year students' perceptions were more homogenous than were those of the first year students. The results also indicated that teaching efficacy was viewed in terms of the dimensions of concern for instructional participation and learning needs of pupils, communication and relationships with pupils, academic knowledge and teaching skills, lesson preparation, management of class discipline, teaching success, teaching commitment, and a sense of self-confidence. Experiences of teaching practice, electives, pupils, and teaching practice supervisors (Electives) were the major sources for the development of a sense of teaching efficacy. Implications of how those aspects of teacher training can be more effective in engendering a sense of efficacy in the student teachers are discussed.en_HK
dc.format.extent1335850 bytes-
dc.format.extent26112 bytes-
dc.format.mimetypeapplication/pdf-
dc.format.mimetypeapplication/msword-
dc.languageengen_HK
dc.publisherLawrence Erlbaum Associates, Inc. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.aspen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectEducationen_HK
dc.titleHong Kong Student Teachers' Personal Construction Of Teaching Efficacyen_HK
dc.typeArticleen_HK
dc.description.naturepublished_or_final_versionen_HK
dc.identifier.doi10.1080/01443410050027982en_HK
dc.identifier.hkuros51552-

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