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A review of research on teacher efficacy beliefs in the learner-centred pedagogy context: Themes, trends and issues

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Abstract

Accompanying the trend of schools moving from teacher-centred to learner-centred pedagogy (LCP) practices, researchers have argued that teachers switching from the one to the other may as a result make changes in their personal judgement of their own teaching competency. This review aims to provide a comprehensive overview of recent studies of teacher efficacy beliefs (TEB) in relation to the LCP context. We have adopted a grounded approach to review 34 published papers between January 2009 and April 2016. Six themes were identified from our analysis of the findings of these studies to delineate how TEB has been studied in the LCP context. By a comparison with other two influential reviews on TEB research, we have also identified three trends and five issues in TEB research in LCP context. Future research directions are proposed with the intent to engage researchers sharing the same interest in this field.

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Fig. 1

Adapted from Tschannen-Moran et al. (1998, p. 228)

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Authors and Affiliations

  1. National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore, 637616, Singapore

    Wei Ching Lee & Victor Der-Thanq Chen

  2. National Taiwan Normal University, 162, Section 1, Heping E. Rd, Taipei City, 106, Taiwan

    Li-Yi Wang

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  1. Wei Ching Lee
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  2. Victor Der-Thanq Chen
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Correspondence to Li-Yi Wang.

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This research was conducted in National Institute of Education, Nanyang Technological University, Singapore.

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Table 2 Data points from different reviewed studies for each theme
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Lee, W.C., Chen, V.DT. & Wang, LY. A review of research on teacher efficacy beliefs in the learner-centred pedagogy context: Themes, trends and issues. Asia Pacific Educ. Rev. 18, 559–572 (2017). https://doi.org/10.1007/s12564-017-9501-x

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