Reflective Teaching And Self-Efficacy Beliefs: Exploring Relationships In The Context Of Teaching EFL In Iran

Babaei, Mehdi; Abednia, Arman

doi:10.14221/ajte.2016v41n9.1

Cited by 38 publications

(31 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…But the results of this study indicate that teachers can in fact be quite responsive, and in fact the main issue may be providing them with well-designed professional learning opportunities and resources. If the self-efficacy of teachers is so critical to improving their classroom practice and student learning outcomes (Babaei & Abednia, 2016;Ertmer & Ottenbreit-Leftwich, 2010;Ertmer et al, 2012), then principals and systems are well advised to prioritise extensive professional support that builds self-efficacy and capabilities.…”

Section: Discussionmentioning

confidence: 99%

“…Self-efficacy is defined by Bandura as "beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments" (1997, p.3). Low self-efficacy impacts on teaching performance and effectiveness (Babaei & Abednia, 2016). Previous studies have applied the self-efficacy concept to investigate teachers' pedagogical practices (Kreijns et al, 2013;Paraskeva, Bouta, & Papagianni, 2008).…”

Section: Teaching Computational Thinking and The Challenges Involvedmentioning

confidence: 99%

See 1 more Smart Citation

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Bower¹,

Wood²,

Lai³

et al. 2017

AJTE

161

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

Section: Teaching Computational Thinking and The Challenges Involvedmentioning

confidence: 99%

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Bower¹,

Wood²,

Lai³

et al. 2017

AJTE

161

View full text Add to dashboard Cite

“…The selfefficacy in practising a behaviour or skill in professionalism and communication does not necessarily increase the reflection or self-awareness about the situation. 44 This reinforces the importance of not only reflection-inaction during a situation but also the promotion of opportunities to improve students' 'reflection on action' after an event, which can follow a patient-care experience, class or other learning activity. 45 It is essential to find the balance between the reflection, including the deep understanding of a situation and the complexity of solutions with the evaluation of students' self-efficacy, revealing the challenges on providing safety for patients and supporting student confidence.…”

Section: Reflection Self-efficacy and Curriculummentioning

confidence: 72%

Use of portfolios in teaching communication skills and professionalism for Portuguese-speaking medical students

Franco

Carvalho-Filho

et al. 2020

Int J Med Educ

View full text Add to dashboard Cite

Objectives: This study aimed to analyse the effect of a portfolio with three activities fostering students' reflection, selfefficacy and teaching of communication skills and professionalism. Methods: A cross-sectional study was applied with a sample of third-and fourth-year medical students in one Portuguese and three Brazilian universities. A three-activity portfolio (course evaluation and learning, self-efficacy activity and free reflective writing) was used during a two-month course on communication skills and professionalism. The 69 students enrolled in the course were invited to complete the three-activity portfolio via Likert-type questionnaires, open-ended questions and narrative. Content and lexical analysis and the Reflection Evaluation for Learners' Enhanced Competencies Tool (REFLECT) were used for assessing the qualitative data. The questionnaires were evaluated using principal components analysis and Cronbach's α. Pearson's correlation was applied to portfolio activities. Results: Of the 69 participants, 85.5% completed at least one activity. Reflecting on what they learned in the communication module, the students did not mention professionalism themes. In the self-efficacy activity on communication, 25% of the fragments were related to professionalism themes. There was a negative correlation between students' self-efficacy and the REFLECT rubric score (r(19)=−0.744; p< 0.0001). Conclusions: Teachers must consider the activity's influence on the reflections when assessing the portfolio. This model of a three-activity portfolio provided diverse ways of encouraging and assessing reflections, supporting teaching improvement and adaptation, evaluating students' self-efficacy and showing that students' higher reflective capacity may promote feelings of low effectiveness.

show abstract

“…Significant data published on self-efficacy indicated a positive relationship not only between the teacher's selfefficacy and students' motivation and achievement (Mojavesi & Poodineh Tamiz, 2012), but also between some components of teacher's self-efficacy and reflective teaching (Babaei & Abednia, 2016). Moreover, a negative relationship reported between the teachers' self-efficacy and the teacher's burn out ( …”

Section: B Teacher Efficacymentioning

confidence: 99%

The Relationship between Spiritual Intelligence and Efficacy among Iranian EFL Teachers

Marghzar

Marzban

2018

TPLS

View full text Add to dashboard Cite

Abstract-Owing to the importance of teacher's impact on the students' motivation, achievement, and academic success, this study is an attempt to explore the relationship between EFL (English as a foreign language) teachers' spiritual intelligence and their level of efficacy. To this end, two questionnaires, the Spiritual Intelligence Self-Report Inventory (SIRI-24) (King, 2008), and the ELT Teacher Efficacy Instrument (ELTEI) (Akbari& Tavassoli, 2014), were distributed among 148 male and female EFL teachers working at different contexts including university, school, and private language institute in Mashad, Quchan, Shirvan, and Qaemshahr, Iran. Pearson product-moment correlation and an independent T-test were used for analysis of the data. The findings of the study revealed that there was a positive significant relationship between teacher spiritual intelligence and teacher efficacy. Moreover, there is a significant difference between male and female teachers regarding their personal meaning production.

show abstract

Reflective Teaching And Self-Efficacy Beliefs: Exploring Relationships In The Context Of Teaching EFL In Iran

Cited by 38 publications

References 22 publications

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Use of portfolios in teaching communication skills and professionalism for Portuguese-speaking medical students

The Relationship between Spiritual Intelligence and Efficacy among Iranian EFL Teachers

Contact Info

Product

Resources

About