General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education
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DOI: 10.1016/j.tate.2017.10.003
Abstract: Abstract Teachers’ professional competence is composed of cognitive (professional knowledge) and affective (professional beliefs) components. These components are generally assumed to be related and to impact instructional practice. However, studies simultaneously relating cognitive and affective… read more here.
Keywords: instructional practice; general pedagogical; pedagogical knowledge; self efficacy ... See more keywords
Teacher professional identity as multidimensional: mapping its components and examining their associations with general pedagogical beliefs
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DOI: 10.1080/03055698.2018.1446324
Abstract: Abstract Research on teachers’ professional identity integrates many constructs that are treated independently in most cases. This study described the associations between components of teacher professional identity and their association with teachers’ general pedagogical beliefs.… read more here.
Keywords: general pedagogical; pedagogical beliefs; professional identity; identity ... See more keywords