Teachers' Self-Concept and Valuing of Learning: Relations with Teaching Approaches and Beliefs about Students

Autor/inn/en	Yeung, Alexander S.; Craven, Rhonda G.; Kaur, Gurvinder
Titel	Teachers' Self-Concept and Valuing of Learning: Relations with Teaching Approaches and Beliefs about Students
Quelle	In: Asia-Pacific Journal of Teacher Education, 42 (2014) 3, S.305-320 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2014.905670
Schlagwörter	Foreign Countries; Teacher Surveys; Teacher Attitudes; Self Concept; Outcomes of Education; Factor Analysis; Structural Equation Models; Learner Controlled Instruction; Educational Attitudes; Teaching Methods; Statistical Analysis; Elementary School Teachers; Academic Ability; Australia + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Selbstkonzept; Lernleistung; Schulerfolg; Faktorenanalyse; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien
Abstract	One's self-concept and value perceptions can significantly influence one's behaviours and beliefs. Australian teachers from urban and rural areas of the state of New South Wales were asked to respond to survey items on two predictors (teacher self-concept, valuing of learning) and three outcomes. Confirmatory factor analysis established the five latent factors. Structural equation modelling found significant paths from teacher self-concept to both student-centred and teacher-centred approaches but not beliefs about student ability. The positive path from valuing of learning to student-centred teaching was statistically significant but the path to teacher-centred teaching was not. The significant path from valuing of learning to beliefs about student ability was negative indicating that teachers who value student learning were less likely to believe in ability constraints. Therefore, teacher preparation programmes should enhance self-concept simultaneously with teaching skills and values and facilitate an advocacy for students' learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10