Learner-centered teaching catalyzed by teacher learning communities: The mediating role of teacher self-efficacy and collaborative professional learning

doi:10.3390/su15064850

淡江大學機構典藏 > 教育學院 > 教育與未來設計學系 > 期刊論文 > Item 987654321/125561

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題名:	Learner-centered teaching catalyzed by teacher learning communities: The mediating role of teacher self-efficacy and collaborative professional learning
作者:	Pan, Hui-Ling Wendy
關鍵詞:	collaborative professional learning;learning communities;learner-centered teaching;teacher learning communities;self-efficacy
日期:	2023-03-09
上傳時間:	2024-07-23 12:06:06 (UTC+8)
出版者:	MDPI
摘要:	Although there is evidence suggesting that teacher learning communities can improve instructional practices, the underlying mechanism is not well-understood. This study aimed to investigate the mediating role of self-efficacy and collaborative professional learning in the relationship between teachers’ experiences in learning communities and learner-centered teaching practices. The study surveyed 226 teachers from 28 schools in Taiwan and used structural equation modeling to analyze the data. The findings indicate that participation in teacher learning communities did not directly predict student-centered teaching practices, but, rather, its effect on learner-centered teaching was fully mediated by teacher self-efficacy. Additionally, a mediation path was found from teacher learning communities to teacher self-efficacy to collaborative professional learning and, ultimately, to learner-centered teaching. The study highlights the importance of developing teacher self-efficacy to achieve the desired outcomes of learner-centered teaching programs.
關聯:	Sustainability 15(6), 4850
DOI:	10.3390/su15064850
顯示於類別:	[教育與未來設計學系] 期刊論文

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