The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction

被引：105

作者：

De Neve, Debbie ^{[1
]}

Devos, Geert ^{[1
]}

Tuytens, Melissa ^{[1
]}

机构：

[1] Univ Ghent, Dept Educ Studies, B-9000 Ghent, Belgium

来源：

TEACHING AND TEACHER EDUCATION | 2015年 / 47卷

关键词：

Teachers' professional learning; Beginning teachers; Differentiated instruction; Professional learning communities; Teacher self-efficacy; Teacher autonomy; R PACKAGE; COMMUNITIES; STUDENT; BELIEFS; ANTECEDENTS; VALIDATION; LEADERSHIP; EDUCATION;

D O I：

10.1016/j.tate.2014.12.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Professional learning in differentiated instruction (DI) is a challenging learning process for beginning teachers. This study investigates the interplay between job (i.e., teacher autonomy and characteristics of professional learning communities (PLCs)) and personal resources (i.e., teacher self-efficacy) as hypothesized determinants of professionalization in DI. A sample of 227 beginning teachers from 65 primary schools participated. Path analyses showed that the PLC-characteristic 'reflective dialogue', teachers' self-efficacy and autonomy directly predicted self-reported changes in DI-practice (i.e., measure of professional learning). Moreover, autonomy and the PLC-characteristic 'collective responsibility' indirectly predicted self-reported changes in DI-practice via self-efficacy. Implications for educational practices are discussed. (C) 2014 Elsevier Ltd. All rights reserved.

引用

页码：30 / 41

页数：12

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