Teacher Collaborative Learning and Teacher Self-Efficacy: The Case of Lesson Study

By Wan Har Chong, C. Kong. 2012

230 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/474527b2cca523863e078cdf7695a9fae42400bb

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In Education

Citations in the corpus

The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction: Mediating Roles of Supportive School Culture and Teacher Collaboration (2020, background): “Both teacher collaboration and a supportive school culture then help to substantially improve teacher self-efficacy and job satisfaction (Chong and Kong, 2012; Duyar et al. 2013; Shachar and Shmuelevitz, 1997; Woods and Weasmer, 2014).”
EFL teacher self-efficacy development in professional learning communities (2017, background): “Numerous studies in teacher education have highlighted the importance of collaborative learning to teacher professional development (e.g., Chong & Kong, 2012; Levin & Rock, 2003; Musanti & Pence, 2010).”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “In qualitative studies, physiological and affective states have often been evaluated by asking participants to identify prominent feelings and emotions they experienced while teaching or preparing to teach (e.g., Chong and Kong 2012; Mills 2011).”
Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, background): “Chong and Kong 2012; Takahashi 2011; Wyatt 2010, 2011) published in the last few years also contain practical considerations for teacher educators. In Wyatt’s (2010) study, for example, observational and interview data suggested that a teacher was not very”