2012
DOI: 10.1007/s10671-012-9128-y
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The roles of teacher efficacy in instructional innovation: its predictive relations to constructivist and didactic instruction

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Cited by 97 publications
(67 citation statements)
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“…Beliefs about teaching and learning differ among individuals: while some conceive of the teacher as the holder of knowledge whose purpose is to transmit it to students, others maintain that the teacher should favour students' active learning. In the literature (Chan & Elliott, 2004;Nie & Lau, 2010;Nie, Tan, Liau, Lau, & Chua, 2012;OECD, 2014), two general classes of beliefs are typically distinguished: "direct transmission" beliefs and "constructivist" beliefs. Beliefs in direct transmission are centred around the idea of the transmission of knowledge by the teacher to the students, the latter being passive recipients.…”
Section: Classroom Management Practices and Beliefs Investigated In Tmentioning
confidence: 99%
“…Beliefs about teaching and learning differ among individuals: while some conceive of the teacher as the holder of knowledge whose purpose is to transmit it to students, others maintain that the teacher should favour students' active learning. In the literature (Chan & Elliott, 2004;Nie & Lau, 2010;Nie, Tan, Liau, Lau, & Chua, 2012;OECD, 2014), two general classes of beliefs are typically distinguished: "direct transmission" beliefs and "constructivist" beliefs. Beliefs in direct transmission are centred around the idea of the transmission of knowledge by the teacher to the students, the latter being passive recipients.…”
Section: Classroom Management Practices and Beliefs Investigated In Tmentioning
confidence: 99%
“…Öğretmenlerin öz-yeterliği arttıkça, öğretimsel yaratıcılık (Nie, Tan, Liau, Lau ve Chua, 2013), iş doyumları (Gamsız, Yazıcı ve Altun, 2013;Gençtürk ve Memiş, 2010;Skaalvik ve Skaalvik, 2010;Skaalvik ve Skaalvik, 2014;Telef, 2011), yaşam doyumları (Telef, 2011), problem çözme becerileri (Altunçekiç, Yaman ve Koray, 2005;Aylar ve Aksin, 2011;Kesicioğlu ve Güven, 2014;Yenice, 2012), empati ve iletişim becerileri artmakta (Kesicioğlu ve Güven, 2014) ve tükenmişlikleri azalmaktadır (Bümen, 2010;Friedman, 2003;Gholami, 2015;Gündüz, 2012;Savaş, Bozgeyik ve Eser, 2014;Schwarzer ve Hallum, 2008;Skaalvik ve Skaalvik, 2010;Skaalvik ve Skaalvik, 2014;Telef, 2011).…”
Section: öğRetmen öZ-yeterliğiunclassified
“…Vygotsky (1978) proposed a theory, commonly known as constructivism, about how people construct knowledge. This theory has been widely used in the education sector all over the world (Nie, Tan, Liau, Lau & Chua, 2012). According to this theory, learning requires active engagement of the learners (James, 2006;Nie et al, 2012).…”
Section: A Theoretical Framework For Formative Assessment Of Readingmentioning
confidence: 99%