How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea

Choi, Junghee; Lee, Ju Ho; Kim, Booyuel

doi:10.1016/j.tate.2019.05.005

Cited by 100 publications

(93 citation statements)

References 38 publications

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“…These include (a) factors that increase teacher self-efficacy, e.g. innovative teaching strategies and supportive school environment (Choi, Lee, & Kim, 2019;Fackler & Malmberg, 2016); (b) factors that decrease teacher self-efficacy, e.g. burnout and stress (Zhu et al, 2018); (c) factors that are positively affected by teacher self-efficacy, e.g.…”

Section: Teacher Self-efficacymentioning

confidence: 99%

Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach

Zakariya

2020

IJ STEM Ed

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Background: Identification and retention of effective teachers in STEM education play cardinal roles in teacher recruitment exercises worldwide. Studies on factors that characterize effective teachers have therefore gained popularity in recent times. Teacher self-efficacy, job satisfaction and school climate are among other factors that have attracted global attention. Thus, proper understanding of the relations between these factors is equally important. The purpose of this study is to validate and cross-validate a model of direct/indirect effects of school climate and teacher self-efficacy on job satisfaction. Results:The data used for the current study are extracted from a publicly available data of Teaching and Learning International Survey (TALIS) 2018 survey. Structural equation modeling approach was used in the analyses coupled with robust maximum likelihood to ensure accurate estimations in the models. The results of the validated models show a strong direct impact of school climate on job satisfaction, a direct impact of teacher self-efficacy on job satisfaction and a mediating effect of teacher self-efficacy between school climate and job satisfaction. This model exhibits structural invariance in factor loadings, intercepts and regression weights across two independent samples from a population of 3951 lower secondary school teachers in Norway. Conclusion: The findings of this study do provide empirical evidence for the relations between teacher selfefficacy, job satisfaction and school climate among Norwegian lower secondary school teachers. The crossvalidation of these relations was also established using an independent sample to enhance generalization of the findings. Two methodological observations concerning recoding of some items as well as an addition of item cross-loading in the measurement model of the job satisfaction scales are raised and addressed. It is therefore recommended that researchers who will be using TALIS 2018 data should take note of these observations.

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Section: Teacher Self-efficacymentioning

confidence: 99%

Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach

Zakariya

2020

IJ STEM Ed

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“…In addition to blended learning, another learning model that can be used as a combination of innovations in the industrial revolution era 4.0 is Project Based Learning (PBL). Project Based Learning (PBL) is learning that provides opportunities for students to carry out learning activities through working on collaborative projects to produce a products (Helle, Tynjälä, & Olkinuora, 2006;Choi, Lee, & Kim, 2019;Basilotta Gómez-Pablos, Martín del Pozo, & García-Valcárcel Muñoz-Repiso, 2017). PBL is systematic learning by involving students for finding information and knowledge based on real experience to produce products.…”

Section: Introductionmentioning

confidence: 99%

Blended Learning and Project Based Learning: The Method to Improve Students’ Higher Order Thinking Skill (HOTS)

Eliyasni

Kenedi²,

Sayer

2019

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The background of this research was the demands of the industrial revolution 4.0 era. Hence, the students should have high-oder thinking skills and lecturers must be able to create learning that was able to achieve these demands. This study examined the effect of Blended Learning and Project Based Learning in improving the students’ Higher Order Thinking Skill (HOTS). This research was an experimental research with a quasi-experiment design type. The sample of this research was 90 students from Primary School Teacher Education Department at State University of Padang. This research proven that the obtained t count = 4.374 with df = 392.24 and sig (1 way) = 0.000 where sig (1 way) <0.05. It concluded that there was an improving of students’ HOTS ability that learned using Blended Learning and Project Based Learning rather than of using Blended Learning only. This research of using Blende-Learning and Project Based learning could improve on students' higher-order thinking skills. This research implied using Blended Learning and Project Based learning model was an alternative to improve Higher Order Thinking Skill (HOTS). Keywords: Blended Learning, Higher Order Thinking Skill (HOTS), Project Based Learning.

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“…Self-efficacy takes role as individual belief to resolve a difficult mission or cope up with difficulties using students' skills. There is a significant correlation between students' satisfaction, selfefficacy, academical performance, and the evaluation of the academical information resources in fulfilling students' needs toward information [8,9].…”

Section: Introductionmentioning

confidence: 99%

Self-Efficacy in Topeng Malang Dance Learning Using Modeling Technique

Rahayuningtyas¹,

Wulandari²,

Pramono³

et al. 2020

Proceedings of the 2nd International Conference on Arts and Design Education (ICADE 2019)

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Topeng Malang dance learning is one of the sub materials in art and cultural subject which self-efficacy is needed in the process of mastering it. The lack of confidence and self skill to do an activity indirectly cause students' potential are not developed in the optimum way, and lead physical or even psychological problems. Self-efficacy takes role as the individual's confidence in doing or coping up with difficult missions using their competences. Modelling technique is one of the learning models that allows students to raise self-efficacy. The goal of this study is to investigate the process of Topeng Malang dance learning. The modelling technique focuses on the process of showing and explaining in the pocess of mastering new skills for beginners through the relevant observations and models. The methodology used in this study is qualitative. Subjects of this study are VII graders of SMPN 23 Malang. Interview, observation, and documentation technique were used in collecting the data. Results of this study are the implementation of modelling technique in Topeng Malang dance which were developed in a learning media through four steps; (1) Attention, students pay attention on the learning media as the model developed by the teacher; (2) Representation, students write the steps of dance that they see; (3) Imitation, students imitate the observation and take notes; (4) Motivation, students practice the Topeng Malang dance as the result of imitating the model given by teacher.

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How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea

Cited by 100 publications

References 38 publications

Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach

Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach

Blended Learning and Project Based Learning: The Method to Improve Students’ Higher Order Thinking Skill (HOTS)

Self-Efficacy in Topeng Malang Dance Learning Using Modeling Technique

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