Reflective Teaching and Self-efficacy Beliefs: Exploring Relationships in the Context of Teaching EFL in Iran

被引：29
作者：
Babaei, Mehdi [1 ]
Abednia, Arman [2 ]
机构：
[1] McGill Univ, Montreal, PQ, Canada
[2] Edith Cowan Univ, Churchlands, WA, Australia
来源：
AUSTRALIAN JOURNAL OF TEACHER EDUCATION | 2016年 / 41卷 / 09期
关键词：
D O I：
10.14221/ajte.2016v41n9.1
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This article reports on a study that explored the relationship between reflective teaching and teachers' self-efficacy beliefs. Two questionnaires, the English Language Teaching Reflection Inventory (Akbari, Behzadpoor, & Dadvand, 2010) and Teachers' Efficacy Beliefs System-Self (TEBS-Self) (Dellinger, Bobbett, Olivier, & Ellett, 2008), were distributed among 225 Iranian EFL (English as a Foreign Language) teachers. Pearson product-moment correlation analysis showed a significant positive relationship between the general factors of teacher reflectiveness and self-efficacy. Standard multiple regression identified Efficacy for Learner Engagement as the only predictor of teacher reflectiveness and Meta-Cognitive Reflection as the only predictor of teacher self-efficacy. Finally, the interconnections between the components of the two constructs were investigated using Structural Equation Modelling. While most of the components of both variables were significantly interrelated, some were not, and Cognitive Reflection and Efficacy for Classroom Management had a negative relationship. The results are discussed in light of the literature, and suggestions for further research are presented.
引用
收藏
页码：1 / 27
页数：26
相关论文
共 94 条
[11]   Reconsidering research on teachers' professional identity [J].
Beijaard, D ;
Meijer, PC ;
Verloop, N .
TEACHING AND TEACHER EDUCATION, 2004, 20 (02) :107-128
[12]  
Betoret FD., 2006, EDUC PSYCHOL-UK, V26, P519, DOI [10.1080/01443410500342492, DOI 10.1080/01443410500342492]
[13]  
Borg S., 2003, LANG TEACHING, V36, P81, DOI [DOI 10.1017/S0261444803001903, 10.1017/S0261444803001903]
[14]  
Calderhead J., 1994, TEACHER ED Q, V20, P93
[15]  
Cattell R. B., 1978, SCI USE FACTOR ANAL, DOI 10.1007/978-1-4684-2262-7_5
[16]   A POWER PRIMER [J].
COHEN, J .
PSYCHOLOGICAL BULLETIN, 1992, 112 (01) :155-159
[17]   CLASSROOM MANAGEMENT AND STUDENT-TEACHERS COGNITIVE-ABILITIES - A RELATIONSHIP [J].
COPELAND, WD .
AMERICAN EDUCATIONAL RESEARCH JOURNAL, 1987, 24 (02) :219-236
[18]  
Costello A, 2005, PRACT ASSESS RES EVA, V10, P7
[19]  
Coutinho S.A., 2008, N AM J PSYCHOL, V10, P165
[20]  
Day C., 1993, BRIT EDUC RES J, V19, P83, DOI [10.1080/0141192930190107, DOI 10.1080/0141192930190107]
12345678910