The roles of teacher efficacy in instructional innovation: its predictive relations to constructivist and didactic instruction
- 1.1k Downloads
Constructivist instruction has been implemented in the current instructional innovation in Singapore. Large scale survey study was conducted to examine the roles of teacher efficacy in implementing the innovative constructivist instruction. The results showed that the positive correlation between teacher efficacy and constructivist instruction was stronger than the correlation between teacher efficacy and didactic instruction. The study suggests that policy makers and school leaders should try to improve teacher’s efficacy beliefs so that innovative instruction could be effectively implemented by school teachers.
KeywordsTeacher efficacy Constructivist instruction Didactic instruction Instructional innovation
Unable to display preview. Download preview PDF.
- Bandura A. (1994) Self-efficacy. In: Ramachaudran V. S. (Ed.), Encyclopedia of human behavior. Academic Press, New York, pp 71–81Google Scholar
- Bandura A. (1997) Self-efficacy: The exercise of control. Freeman, New YorkGoogle Scholar
- Brown A. L., Palincsar A. S. (1989) Guided cooperative learning and individual knowledge acquisition. In: Resnick L. B. (Ed.), Cognition and instruction: Issues and agendas. Erlbaum, Hillsdale, NJ, pp 393–451Google Scholar
- Chua S. K. C. (2009) Futuristic schools: “Little Red Dot” strategies in a globalised economy. International Journal of Learning 16: 393–404Google Scholar
- Cohen J. (1988) Statistical power analysis for the behavioral sciences. Lawrence Earlbaum Associates, Hillsdale, NJGoogle Scholar
- Fullan M. (2001) The new meaning of educational change. Teachers College Press, New YorkGoogle Scholar
- Guthrie J. T., Van Meter P., McCann A. D., Wigfield A., Bennett L., Poundstone C. C., Rice M. E., Faibisch F. M., Hunt B., Mitchell A. M. (1996) Growth of literacy engagement: Changes in motivations and strategies during concept-oriented reading instruction. Reading Research Quarterly 31: 306–332CrossRefGoogle Scholar
- Luke A., Rahim R. A., Koh K. H., Lau S., Ismail M., Hogan D. (2005) Innovation and enterprise in classroom practice: A discussion of enabling and disenabling pedagogical factors in P5 and S3 classrooms. Centre for Research in Instruction and Practice, SingaporeGoogle Scholar
- Ministry of Education, Singapore. (2009). Report of the Primary Education Review and implementation committee. Retrieved from http://planipolis.iiep.unesco.org/upload/Singapore/Singapore_SERI_2010.pdf.
- Mullis I. V. S. (2000) TIMSS 1999 Mathematics items: Released set for eighth grade. International Study Centre, BostonGoogle Scholar
- Newmann F. M. et al (1996a) Authentic achievement—restructuring schools for intellectual quality. Jossey-Bass Publishers, San FranciscoGoogle Scholar
- Palincsar A. S., Brown A. L. (1984) Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction 2: 117–175Google Scholar
- Partnership for 21st Century Skills. (2009). Curriculum and instruction: A 21st century skills implementation guide. http://p21.org/documents/p21-stateimp_curriculuminstruction.pdf.
- Perkins D. (1999) The many faces of constructivism. Educational leadership 57(3): 6–11Google Scholar
- Shuell T. J. (1996) Teaching and learning in a classroom context. In: Berliner D. C., Calfree R. C. (Eds.), Handbook of educational psychology. Simon & Schuster Macmillan, New York, pp 726–764Google Scholar
- Smith J. B., Lee V. E., Newmann F. M. (2001) Instruction and achievement in Chicago elementary schools. Consortium on Chicago School Research, Chicago, ILGoogle Scholar