Skip to content
Back to outputs

Using qualitative research methods to assess the degree of fit between teachers’ reported self-efficacy beliefs and their practical knowledge during teacher education

Research output: Contribution to journalArticlepeer-review

Standard

Using qualitative research methods to assess the degree of fit between teachers’ reported self-efficacy beliefs and their practical knowledge during teacher education. / Wyatt, Mark.

In: Australian Journal of Teacher Education, Vol. 40, No. 1, 2015, p. 1-30.

Research output: Contribution to journalArticlepeer-review

Harvard

APA

Vancouver

Author

Bibtex

@article{a1f18b60478f47e4b630b3e3d2a82e63,
title = "Using qualitative research methods to assess the degree of fit between teachers{\textquoteright} reported self-efficacy beliefs and their practical knowledge during teacher education",
abstract = "There is a need for qualitative research into teachers{\textquoteright} self-efficacy beliefs so that the relationship between these beliefs and other cognitions possessed by teachers, including their practical knowledge, can be better understood by teacher educators. Teachers{\textquoteright} self-efficacy beliefs may need supporting if they seem too low or challenging if they seem too high. However, clear criteria are needed to facilitate assessment, together with the use of rigorous qualitative methods. This article explores these issues while reporting on research conducted in Oman into the cognitions of two in-service English language teachers. There is a focus on how qualitative case study research methodology was used to assess the degree of fit between teachers{\textquoteright} reported self-efficacy beliefs and their practical knowledge, aiding subsequent intervention to support professional development. Implications for teacher educators and researchers are discussed.",
author = "Mark Wyatt",
note = "Copyright issues prevent a post-print version of this article being downloadable from this repository. However, the electronic link below takes the reader directly to the freely-available article on the journal's website. ",
year = "2015",
doi = "10.14221/ajte.2015v40n1.7",
language = "English",
volume = "40",
pages = "1--30",
journal = "Australian Journal of Teacher Education",
issn = "1835-517X",
publisher = "Social Science Press",
number = "1",

}

RIS

TY - JOUR

T1 - Using qualitative research methods to assess the degree of fit between teachers’ reported self-efficacy beliefs and their practical knowledge during teacher education

AU - Wyatt, Mark

N1 - Copyright issues prevent a post-print version of this article being downloadable from this repository. However, the electronic link below takes the reader directly to the freely-available article on the journal's website.

PY - 2015

Y1 - 2015

N2 - There is a need for qualitative research into teachers’ self-efficacy beliefs so that the relationship between these beliefs and other cognitions possessed by teachers, including their practical knowledge, can be better understood by teacher educators. Teachers’ self-efficacy beliefs may need supporting if they seem too low or challenging if they seem too high. However, clear criteria are needed to facilitate assessment, together with the use of rigorous qualitative methods. This article explores these issues while reporting on research conducted in Oman into the cognitions of two in-service English language teachers. There is a focus on how qualitative case study research methodology was used to assess the degree of fit between teachers’ reported self-efficacy beliefs and their practical knowledge, aiding subsequent intervention to support professional development. Implications for teacher educators and researchers are discussed.

AB - There is a need for qualitative research into teachers’ self-efficacy beliefs so that the relationship between these beliefs and other cognitions possessed by teachers, including their practical knowledge, can be better understood by teacher educators. Teachers’ self-efficacy beliefs may need supporting if they seem too low or challenging if they seem too high. However, clear criteria are needed to facilitate assessment, together with the use of rigorous qualitative methods. This article explores these issues while reporting on research conducted in Oman into the cognitions of two in-service English language teachers. There is a focus on how qualitative case study research methodology was used to assess the degree of fit between teachers’ reported self-efficacy beliefs and their practical knowledge, aiding subsequent intervention to support professional development. Implications for teacher educators and researchers are discussed.

U2 - 10.14221/ajte.2015v40n1.7

DO - 10.14221/ajte.2015v40n1.7

M3 - Article

VL - 40

SP - 1

EP - 30

JO - Australian Journal of Teacher Education

JF - Australian Journal of Teacher Education

SN - 1835-517X

IS - 1

ER -

ID: 2038262