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