期刊論文
| 學年 | 111 |
|---|---|
| 學期 | 2 |
| 出版（發表）日期 | 2023-03-08 |
| 作品名稱 | Examining the impact of teacher learning communities on self-efficacy and professional learning: An application of the theory-driven evaluation |
| 作品名稱（其他語言） | |
| 著者 | Hui-Ling Wendy Pan; Shu-Huei Cheng |
| 單位 | |
| 出版者 | |
| 著錄名稱、卷期、頁數 | Sustainability 15(6), 4771 |
| 摘要 | Collaborative professional learning is essential for teachers to work collectively in facilitating student learning. A program of Learning Community under Leadership for Learning was launched to support teacher learning in authentic situations in Taiwan. Applying the theory-driven evaluation model, the study aimed to investigate the impact of a program component of teacher learning communities (TLCs) on professional learning beliefs and behaviors. A sample of 226 elementary and junior high school teachers in Taiwan was surveyed and analyzed using structural equation modeling. The findings suggest that the experiences in TLCs had an impact on teachers’ professional learning beliefs and behaviors through their self-efficacy. Additionally, teacher self-efficacy was found to have a direct impact on their beliefs and behaviors, and beliefs were found to affect behaviors significantly. This study has expanded the understanding of self-efficacy in relation to professional learning beliefs and behaviors and provided practical insights for effective strategies for teacher development. |
| 關鍵字 | lesson study; professional learning; teacher beliefs; teacher behaviors; teacher learning community; teacher self-efficacy; theory-driven evaluation; change model |
| 語言 | en |
| ISSN | 2071-1050 |
| 期刊性質 | 國外 |
| 收錄於 | SSCI |
| 產學合作 | |
| 通訊作者 | |
| 審稿制度 | 否 |
| 國別 | CHE |
| 公開徵稿 | |
| 出版型式 | ,電子版 |
| 相關連結 |
機構典藏連結 ( http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/125560 ) |