Teacher Efficacy, Its Sources, and Implementation in Early Childhood Education

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Harri Pitkäniemi, Riikka Hirvonen, Johanna Heikka, Katja Suhonen
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Abstract

The aim of the study is to comprehensively analyze the interrelationships between teacher efficacy, the sources of self-efficacy, and implementation of early childhood education (ECE). The assumption is that according to socio-cognitive theory, source categories predict the self-efficacy of educational staff. According to a few previous research results, knowledge of theories and research in the field of education also contributes to a professional’s self-efficacy. In this study, 202 Finnish ECE teachers evaluated their self-efficacy and its sources (mastery experiences, vicarious experiences, social persuasion, and physiological arousal) as well as their pedagogical planning, implementation, and leadership. A path analysis was conducted to estimate the sources of self-efficacy and active and reactive use of educational research as predictors of teacher self-efficacy, and further, of self-efficacy as a predictor of teachers’ pedagogical planning, implementation, and leadership. The findings showed that mastery experiences, social persuasion, and physiological arousal were positively related to self-efficacy in pedagogical approaches, group management, and child engagement. Intentional use of educational theory and research was positively related to self-efficacy in pedagogical approaches. Furthermore, the quality of pedagogical planning, implementation, and leadership were predicted by high self-efficacy in pedagogical approaches, but implementation also by social persuasion and active use of theory and research.

Abstract Image

幼儿教育中的教师效能感、来源和实施
本研究旨在全面分析教师效能感、自我效能感来源和幼儿教育(ECE)实施之间的相互关系。其假设是,根据社会认知理论,来源类别可预测教育工作者的自我效能感。根据以往的一些研究成果,对教育领域理论和研究的了解也有助于提高专业人员的自我效能感。在这项研究中,202 名芬兰幼教教师评估了他们的自我效能感及其来源(掌握经验、替代经验、社会劝说和生理唤醒),以及他们的教学计划、实施和领导能力。我们进行了路径分析,以估计自我效能感的来源和教育研究的主动和被动使用对教师自我效能感的预测作用,并进一步估计自我效能感对教师的教学计划、实施和领导能力的预测作用。研究结果表明,掌握经验、社会说服和生理唤醒与教学方法、小组管理和儿童参与方面的自我效能感呈正相关。有意使用教育理论和研究与教学方法自我效能感呈正相关。此外,教学计划、实施和领导力的质量受教学方法高自我效能感的影响,但实施也受社会说服和积极使用理论与研究的影响。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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