How is a professional development programme related to the development of university teachers' self-efficacy beliefs and teaching conceptions?

被引：23

作者：

Noben, Ine ^{[1
,2
]}

Deinum, Jan Folkert ^{[1
,2
]}

Douwes-van Ark, Irene M. E. ^{[2
]}

Hofman, W. H. Adriaan ^{[1
]}

机构：

[1] Univ Groningen, Fac Behav & Social Sci, Teacher Educ Dept, Groningen, Netherlands

[2] Univ Groningen, Educ Support & Innovat Dept, Groningen, Netherlands

来源：

STUDIES IN EDUCATIONAL EVALUATION | 2021年 / 68卷

关键词：

Self-efficacy; Teaching conceptions; Professional development; Teacher development; PERCEPTIONS; REFLECTION; IDENTITY;

D O I：

10.1016/j.stueduc.2020.100966

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study explores how the impact of a five ECTS professional development programme for university teachers affects their self-efficacy beliefs and teaching conceptions using a mixed methods approach. For the quantitative part of the study, participants completed pre-post surveys. From these surveys, we find that the programme led to an overall significant increase in reported self-efficacy beliefs. A sub-sample of ten participants participated in the qualitative part, which consists of four phases: three reflective assignments and an interview. Individual teachers demonstrate a dominant teaching conception in each phase and in almost half of the sub-sample it developed over time, moving from a teacher-centered to a more student-centered conception. When examining the development of self-efficacy and teaching conceptions collectively, three development groups are identified. Noteworthy is that teacher development is credited to the programme as a whole and not to a specific aspect.

引用

页数：10

共 48 条

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