کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6849733 | 1436746 | 2018 | 12 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Personal and contextual factors associated with growth in preschool teachers' self-efficacy beliefs during a longitudinal professional development study
ترجمه فارسی عنوان
عوامل شخصی و زمینه ای مرتبط با رشد اعتقادات خودآموزی معلمان پیش دبستانی در طول تحصیلات تکمیلی طولی
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کلمات کلیدی
معلم، باورهای خود کارآمدی، پیش دبستانی، توسعه حرفه ای، بررسی طولی،
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
چکیده انگلیسی
There has been limited research on the development of in-service teachers' self-efficacy beliefs across multiple school years. The current longitudinal study investigated (a) how teachers' self-efficacy beliefs change over time and (b) how teacher and classroom characteristics relate to these changes in a sample of 341 US American preschool teachers involved in a professional development intervention. Latent growth curve models indicated that teachers' self-efficacy beliefs increased, particularly for those receiving a coaching intervention. Teacher ratings of children's behavior problems had a negative effect on self-efficacy beliefs. Together, findings highlight the need for support of changing self-efficacy beliefs among in-service teachers.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Teaching and Teacher Education - Volume 75, October 2018, Pages 278-289
Journal: Teaching and Teacher Education - Volume 75, October 2018, Pages 278-289
نویسندگان
Antje von Suchodoletz, Faiza M. Jamil, Ross A.A.A. Larsen, Bridget K. Hamre,