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Conference Paper: The Impact of Informal Teacher Learning on Teacher Self-Efficacy and Adaptive Teaching

TitleThe Impact of Informal Teacher Learning on Teacher Self-Efficacy and Adaptive Teaching
Authors
Huang, XYLai, CWang, C
Issue Date2020
PublisherAll Academic, Inc.
Citation
The American Educational Research Association (AERA) Annual Meeting, San Francisco, USA, 17-21 April 2020 (Conference Canceled due to COVID-19 Pandemic) How to Cite?
AbstractInformal teacher learning (ITL) activity significantly influences teacher beliefs and practices (Kyndt et al., 2016). However, few studies have systematically categorized various ITL activities and investigated the effects of each type of ITL on teacher self-efficacy and adaptive teaching. The survey responses of 510 primary and secondary teachers were analyzed using structural equation modeling and bootstrapping analysis. Results showed that reflection on practice was the most significant predictor of both teacher self-efficacy and adaptive teaching. Of the three interactive informal learning activities, interaction with stakeholders, partially or fully mediated by reflection on practice, had the largest impact on both teacher self-efficacy and adaptive teaching, whereas interaction with colleagues had the least impact.
DescriptionRoundtable Session: Investigating Contextual Factors and Self-Efficacy in In-Service Teacher Learning
Persistent Identifierhttp://hdl.handle.net/10722/307781

 

DC FieldValueLanguage
dc.contributor.authorHuang, XY-
dc.contributor.authorLai, C-
dc.contributor.authorWang, C-
dc.date.accessioned2021-11-12T13:37:46Z-
dc.date.available2021-11-12T13:37:46Z-
dc.date.issued2020-
dc.identifier.citationThe American Educational Research Association (AERA) Annual Meeting, San Francisco, USA, 17-21 April 2020 (Conference Canceled due to COVID-19 Pandemic)-
dc.identifier.urihttp://hdl.handle.net/10722/307781-
dc.descriptionRoundtable Session: Investigating Contextual Factors and Self-Efficacy in In-Service Teacher Learning-
dc.description.abstractInformal teacher learning (ITL) activity significantly influences teacher beliefs and practices (Kyndt et al., 2016). However, few studies have systematically categorized various ITL activities and investigated the effects of each type of ITL on teacher self-efficacy and adaptive teaching. The survey responses of 510 primary and secondary teachers were analyzed using structural equation modeling and bootstrapping analysis. Results showed that reflection on practice was the most significant predictor of both teacher self-efficacy and adaptive teaching. Of the three interactive informal learning activities, interaction with stakeholders, partially or fully mediated by reflection on practice, had the largest impact on both teacher self-efficacy and adaptive teaching, whereas interaction with colleagues had the least impact.-
dc.languageeng-
dc.publisherAll Academic, Inc. -
dc.relation.ispartofAERA (American Educational Research Association) Annual Meeting, 2020 (Conference Canceled)-
dc.titleThe Impact of Informal Teacher Learning on Teacher Self-Efficacy and Adaptive Teaching-
dc.typeConference_Paper-
dc.identifier.emailHuang, XY: yxhhuang@hku.hk-
dc.identifier.emailLai, C: laichun@hku.hk-
dc.identifier.authorityHuang, XY=rp02213-
dc.identifier.authorityLai, C=rp00916-
dc.identifier.hkuros329387-
dc.publisher.placeUnited States-

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