Contents

How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea

Choi, Junghee / Lee, Ju Ho / Kim, Booyuel

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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.

Issue Date
2019-10
Publisher
PERGAMON-ELSEVIER SCIENCE LTD
Keywords Plus
STUDENTS ACADEMIC-ACHIEVEMENT; PROFESSIONAL-DEVELOPMENT; SCHOOL; KNOWLEDGE; BELIEFS; IMPLEMENTATION; SENSE
Keywords(Author)
Learner-centered education; Teacher self-efficacy; Educational quasi-experiment; Project-based learning; Teaching style
Citation
TEACHING AND TEACHER EDUCATION, vol. 85, page. 45 - 57, 2019
DOI
10.1016/j.tate.2019.05.005
Journal Title
TEACHING AND TEACHER EDUCATION
Start Page
45
End Page
57
ISSN
0742-051X
Language
English
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