Teacher clusters of emotions and self-efficacy in curriculum reform: Effects on collaboration and learner-centered teaching

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 987654321/125760

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題名:	Teacher clusters of emotions and self-efficacy in curriculum reform: Effects on collaboration and learner-centered teaching
作者:	Pan, Hui-Ling;Truong, Thi Minh Thu
關鍵詞:	Cluster analysis;Learner-centered teaching;Self-efficacy;Teacher collaboration;Teacher emotions
日期:	2024-04-26
上傳時間:	2024-07-31 12:12:12 (UTC+8)
摘要:	This study aimed to examine the emotional and cognitive dimensions of teachers to elucidate how various clusters manifested their emotions and perceived their self-efficacy within the context of curriculum reform. Employing a survey design, we analyzed responses from 624 upper secondary school teachers in Taiwan. The results revealed three teacher clusters distinguished by varying levels of emotions and self-efficacy. Regression analyses indicated that self-efficacy, in comparison to emotions, emerged as a stronger predictor for teacher collaboration and learner-centered teaching practices. These findings hold implications for designing tailored professional development courses.
關聯:	Teaching and Teacher Education 144,　104604
DOI:	10.1016/j.tate.2024.104604
顯示於類別:	[教育與未來設計學系] 期刊論文

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