Skip to main content
Log in

A qualitative inquiry into the relationships between teacher efficacy beliefs and teaching task analysis in the context of learner-centred pedagogy

  • Published:
The Australian Educational Researcher Aims and scope Submit manuscript

Abstract

Theoretically, teacher efficacy beliefs (TEBs) are influenced by the analysis of the teaching task and its context (hereafter, teaching analysis). However, there is a lack of empirical study on the relationships between them. This qualitative exploratory study investigated how teachers related their TEBs to their teaching analysis. Interviews were conducted with ten science teachers in Singapore, who were adopting learner-centred pedagogy in their teaching. Six themes emerged: (a) familiarity with the task; (b) improvability of the task; (c) complexity of the task; (d) compatibility of the task with students; (e) collegiality and (f) structural supports. Findings also reveal the dynamic nature and the contingent aspect of TEBs. Implications for school leaders and educators are suggested.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Adapted from Tschannen-Moran et al. (1998)

Similar content being viewed by others

References

  • Alsawaie, O. N., & Alghazo, I. M. (2010). Enhancing mathematics beliefs and teaching efficacy of prospective teachers through an online video club. International Journal of Applied Educational Studies, 8(1), 44–56.

    Google Scholar 

  • Aubusson, P., Griffin, J., & Steele, F. (2010). A design-based self-study of the development of student reflection in teacher education. Studying Teacher Education, 6(2), 201–216.

    Google Scholar 

  • Barak, M., & Shakhman, L. (2008). Fostering higher-order thinking in science class: Teachers’ reflections. Teachers and Teaching: Theory and practice, 14(3), 191–208.

    Google Scholar 

  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77–101.

    Google Scholar 

  • Bruce, C. D., & Flynn, T. (2012). Assessing the effects of collaborative professional learning: Efficacy shifts in a three-year mathematics study. Alberta Journal of Educational Research, 58(4), 691–709.

    Google Scholar 

  • Bumen, N. T. (2009). Possible effects of professional development on Turkish teachers’ self-efficacy and classroom practice. Professional Development in Education, 35(2), 261–278.

    Google Scholar 

  • Cha, Y.-K., & Ham, S.-H. (2012). Constructivist teaching and intra-school collaboration among teachers in South Korea: An uncertainty management perspective. Asia Pacific Education Review, 13(4), 635–647.

    Google Scholar 

  • Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage Publications.

    Google Scholar 

  • Chong, W. H., & Kong, C. A. (2012). Teacher collaborative learning and teacher self-efficacy: The case of lesson study. Journal of Experimental Education, 80(3), 263–283.

    Google Scholar 

  • Ciampa, K., & Gallagher, T. L. (2016). Teacher collaborative inquiry in the context of literacy education: Examining the effects on teacher self-efficacy, instructional and assessment practices. Teachers and Teaching, 22(7), 858–878.

    Google Scholar 

  • Clark, C. M., & Yinger, R. J. (1987). Teacher planning. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 84–103). London: Cassell Educational Limited.

    Google Scholar 

  • Cobanoglu, R., & Capa-Aydin, Y. (2015). When early childhood teachers close the door: Self-reported fidelity to a mandated curriculum and teacher beliefs. Early Childhood Research Quarterly, 33, 77–86.

    Google Scholar 

  • Cohen, R., & Zach, S. (2013). Building pre-service teaching efficacy: A comparison of instructional models. Physical Education & Sport Pedagogy, 18(4), 376–388.

    Google Scholar 

  • Dunn, K. E., & Rakes, G. C. (2011). Teaching teachers: An investigation of beliefs in teacher education students. Learning Environments Research, 14(1), 39–58.

    Google Scholar 

  • Ell, F., Simpson, A., Mayer, D., Davies, L. M., Clinton, J., & Dawson, G. (2019). Conceptualising the impact of initial teacher education. The Australian Educational Researcher, 46(1), 177–200.

    Google Scholar 

  • Enochs, L. G., Smith, P. L., & Huinker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100(4), 194–202.

    Google Scholar 

  • Ertmer, P. A., Schlosser, S., Clase, K., & Adedokun, O. (2014). The grand challenge: Helping teachers learn/teach cutting-edge science via a PBL approach. Interdisciplinary Journal of Problem-based Learning, 8(1), 1–18.

    Google Scholar 

  • Ford, D., Fifield, S., Madsen, J., & Qian, X. (2013). The science semester: Cross-disciplinary inquiry for prospective elementary teachers. Journal of Science Teacher Education, 24(6), 1049–1072.

    Google Scholar 

  • Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–507.

    Google Scholar 

  • Gorozidis, G., & Papaioannou, A. (2011). Teachers’ self-efficacy, achievement goals, attitudes and intentions to implement the new Greek physical education curriculum. European Physical Education Review, 17(2), 231–253.

    Google Scholar 

  • Gürbüztürk, O., & Şad, S. N. (2009). Student teachers’ beliefs about teaching and their sense of self-efficacy: A descriptive and comparative analysis. Inonu University Journal of the Faculty of Education, 10(3), 201–226.

    Google Scholar 

  • Gurvitch, R., & Metzler, M. W. (2009). The effects of laboratory-based and field-based practicum experience on pre-service teachers’ self-efficacy. Teaching & Teacher Education, 25(3), 437–443.

    Google Scholar 

  • Kim, M., Tan, A. L., & Talaue, F. T. (2013). New vision and challenges in inquiry-based curriculum change in Singapore. International Journal of Science Education, 35(2), 289–311. https://doi.org/10.1080/09500693.2011.636844.

    Article  Google Scholar 

  • Klassen, R. M., Foster, R. Y., Rajani, S., & Bowman, C. (2009). Teaching in the Yukon: Exploring teachers’ efficacy beliefs, stress, and job satisfaction in a remote setting. International Journal of Educational Research, 48(6), 381–394.

    Google Scholar 

  • Klassen, R. M., Tze, V. M., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23(1), 21–43.

    Google Scholar 

  • Knoblauch, D., & Hoy, A. W. (2008). “Maybe I can teach “those”kids.” The influence of contextual factors on student teachers’ efficacy beliefs. Teaching and Teacher Education, 24(1), 166-179.

  • Kohler, F., Henning, J. E., & Usma-Wilches, J. (2008). Preparing preservice teachers to make instructional decisions: An examination of data from the teacher work sample. Teaching and Teacher Education, 24(8), 2108–2117.

    Google Scholar 

  • Labone, E. (2004). Teacher efficacy: Maturing the construct through research in alternative paradigms. Teaching and Teacher Education, 20(4), 341–359.

    Google Scholar 

  • Lee, W. C., Chen, V. D. T., & Wang, L. Y. (2017). A review of teacher efficacy beliefs research in the learner-centred pedagogy context: Themes, trends, and issues. Asia Pacific Education Research, 18(4), 559–572.

    Google Scholar 

  • Leonard, J., Barnes-Johnson, J., Dantley, S., & Kimber, C. (2011). Teaching science inquiry in urban contexts: The role of elementary preservice teachers’ beliefs. Urban Review, 43, 124–150.

    Google Scholar 

  • Liang, L. L., & Richardson, G. M. (2009). Enhancing prospective teachers’ science teaching efficacy beliefs through scaffolded, student-directed inquiry. Journal of Elementary Science Education, 21(1), 51–66.

    Google Scholar 

  • Maeng, J. L., & Bell, R. L. (2015). Differentiating Science Instruction: Secondary science teachers’ practices. International Journal of Science Education, 37(13), 2065–2090.

    Google Scholar 

  • Mansfield, C. F., & Woods-McConney, A. (2012). “I didn’t always perceive myself as a science person”: Examining efficacy for primary science teaching. Australian Journal of Teacher Education, 37(10), 37–52.

    Google Scholar 

  • McCabe, A., & O’Connor, U. (2014). Student-centred learning: The role and responsibility of the lecturer. Teaching in Higher Education, 19(4), 350–359.

    Google Scholar 

  • McCombs, B. L., & Whisler, J. S. (1997). The learner-centered classroom and school: Strategies for increasing student motivation and achievement. San Francisco: Jossey-Bass.

    Google Scholar 

  • McCormick, J., & Ayes, P. L. (2009). Teacher self-efficacy and occupational stress. Journal of Educational Administration, 47(4), 463–476.

    Google Scholar 

  • Moseley, C., Huss, J., & Utley, J. (2010). Assessing K-12 teachers’ personal environmental education teaching efficacy and outcome expectancy. Applied Environmental Education & Communication, 9(1), 5–17.

    Google Scholar 

  • National Institute of Education. (2009). A teacher education model for the 21st century. Singapore: National Institute of Education.

    Google Scholar 

  • Nie, Y., Tan, G., Liau, A., Lau, S., & Chua, B. (2013). The roles of teacher efficacy in instructional innovation: Its predictive relations to constructivist and didactic instruction. Educational Research for Policy and Practice, 12(1), 67–77.

    Google Scholar 

  • Nuangsaeng, B., Ketpichainarong, W., Ruenwongsa, P., Panijpan, B., & Niemi, K. J. (2011). Promoting inquiry-based teaching practices through an aquatic toxicology laboratory. International Journal of Learning, 17(12), 161–179.

    Google Scholar 

  • Pedersen, S., & Liu, M. (2003). Teachers’ beliefs about issues in the implementation of a student-centered learning environment. Educational Technology Research and Development, 51(2), 57–76.

    Google Scholar 

  • Riggs, I. M., & Enochs, L. G. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74(6), 625–637.

    Google Scholar 

  • Rowell, P. M. (1995). Perspectives on pedagogy in teacher education: The case of Namibia. International Journal of Educational Development, 15(1), 3–13.

    Google Scholar 

  • Rubie-Davies, C. M., Flint, A., & McDonald, L. G. (2012). Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships? British Journal of Educational Psychology, 82(2), 270–288.

    Google Scholar 

  • Savin-Baden, M., & Major, C. H. (2013). Qualitative research: The essential guide to theory and practice. New York: Routledge.

    Google Scholar 

  • Schuh, K. L. (2004). Learner-centered principles in teacher-centered practices? Teaching and Teacher Education, 20(8), 833–846.

    Google Scholar 

  • Schweisfurth, M. (2011). Learner-centred education in developing country contexts: From solution to problem? International Journal of Educational Development, 31(5), 425–432.

    Google Scholar 

  • Schweisfurth, M. (2013). Learner-centred education in international perspective. Journal of International and Comparative Education, 2(1), 1–8.

    Google Scholar 

  • Shaw, K., Holbrook, A., Scevak, J., & Bourke, S. (2008). The response of pre-service teachers to a compulsory research project. The Australian Educational Researcher, 35(3), 89–109.

    Google Scholar 

  • Soprano, K., & Yang, L.-L. (2013). Inquiring into my science teaching through action research: A case study on one pre-service teacher’s inquiry-based science teaching and self-efficacy. International Journal of Science & Mathematics Education, 11(6), 1351–1368.

    Google Scholar 

  • Sztajn, P., Confrey, J., Wilson, P. H., & Edgington, C. (2012). Learning trajectory based instruction toward a theory of teaching. Educational Researcher, 41(5), 147–156.

    Google Scholar 

  • Tekkumru-Kisa, M., Stein, M. K., & Schunn, C. (2015). A framework for analyzing cognitive demand and content-practices integration: Task analysis guide in science. Journal of Research in Science Teaching, 52(5), 659–685. https://doi.org/10.1002/tea.21208.

    Article  Google Scholar 

  • Temiz, T., & Topcu, M. S. (2013). Preservice teachers’ teacher efficacy beliefs and constructivist-based teaching practice. European Journal of Psychology of Education, 28(4), 1435–1452.

    Google Scholar 

  • Teo, T. (2009). Examining the relationship between student teachers’ self-efficacy beliefs and their intended uses of technology for teaching: A structural equation modelling approach. Turkish Online Journal of Educational Technology, 8(4), 7–15.

    Google Scholar 

  • Thomson, M. M., & Gregory, B. (2013). Elementary teachers’ classroom practices and beliefs in relation to us science education reform: Reflections from within. International Journal of Science Education, 35(11), 1800–1823.

    Google Scholar 

  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.

    Google Scholar 

  • Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248.

    Google Scholar 

  • Wang, L. Y., Li, J. Y., Tan, L. S., & Lee, L. (2017). Contextualizing teacher efficacy in a high-performing system: A research agenda. British Journal of Educational Studies, 65(3), 385–403.

    Google Scholar 

  • Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18(1), 5–22.

    Google Scholar 

  • Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21(7), 747–766.

    Google Scholar 

  • Wyatt, M. (2010). An English teacher’s developing self-efficacy beliefs in using groupwork. System, 38(4), 603–613.

    Google Scholar 

  • Wyatt, M. (2014). Towards a re-conceptualization of teachers’ self-efficacy beliefs: Tackling enduring problems with the quantitative research and moving on. International Journal of Research & Method in Education, 37(2), 166–189.

    Google Scholar 

  • Yilmaz, K. (2008). Social studies teachers’ views of learner-centered instruction. European Journal of Teacher Education, 31(1), 35–53.

    Google Scholar 

Download references

Acknowledgements

This study is supported by NTU research scholarship.

Author information

Authors and Affiliations

Authors

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendix 1: Semi-structured interview questions

Appendix 1: Semi-structured interview questions

Section

Interview questions

Background information and teaching profile

1. Can you tell me about yourself?

Probing questions:

How many years of teaching experience do you have in teaching science?

What level are you normally teaching?

Experiences in learner-centred pedagogy

2. Can you please share one of the examples of a learner-centred lesson with me?

3. Where/How do you learn about learner-centred pedagogy?

4. How do you carry out learner-centred pedagogy lessons?

Considerations in teaching task analysis

5. What are the considerations you have in mind when you are planning a lesson with learner-centred pedagogy?

6. How do you design or prepare learner-centred pedagogy lessons?

7. Why are these considerations important in planning your learner-centred pedagogy lessons?

Probing questions:

What are the efforts you put into your learner-centred pedagogy lessons?

What are the supports or resources you have in implementing such a teaching task?

Relationships between teaching task analysis and TEB

8. How well do you think you can perform learner-centred tasks after your planning?

Probing questions:

Which aspects of the learner-centred task you think you will or may not perform well? Why?

How well do you feel you can manage the class/engage your student/carry out the instructional strategies according to the learner-centred tasks you have planned? Why?

Closed-ended questions:

On a scale of 1 to 9, how effective do you think you are in classroom management/are in implementing the instructional strategy/can engage your students?

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Lee, W.C., Wang, LY. & Chen, DT. A qualitative inquiry into the relationships between teacher efficacy beliefs and teaching task analysis in the context of learner-centred pedagogy. Aust. Educ. Res. 47, 611–628 (2020). https://doi.org/10.1007/s13384-019-00346-y

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s13384-019-00346-y

Keywords

Navigation