How Does Learner-centered Education Affect Teacher Self-efficacy? The Case of Project-based Learning in Korea

Abstract

Using data gathered from a project-based learning (PBL) intervention program, this study uses quasi experimental methods to assess how PBL is associated with teacher self-efficacy. Generally, teacher self-efficacy has only been assumed to be a determinant of instructional practice, but we find that teacher self-efficacy can be positively affected by increased use of PBL Among sub-scales of teacher self efficacy, PBL is positively associated with student engagement and instruction. Analysis using student data indicate that positive responses by students to the instructional practice may mediate the association between PBL and teacher self-efficacy. (C) 2019 Elsevier Ltd. All rights reserved.