Exploratory Analysis of Pre-Service Teacher Efficacy in Taiwan.

By Huey-Ling Lin, J. Gorrell. 2001

137 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7dad6aaedf60a1a50de5d7f0670b1a8b2dc8e869

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: integrating two lines of inquiry (2010, methodology): “The problem-solving approach introduced in the fourth-grade textbook was based on Marshall's (1995) Schema Theory, a framework that emphasizes the importance of helping students attend to the structural - as opposed to the superficial - characteristics of additive and multiplicative arithmetic word ”
Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement (2018, background): “In terms of school levels, Lin and Gorrell (2001) found that early childhood PSTs held stronger beliefs than did elementary PSTs in their capability to guide difficult children and apply their professional knowledge.”
The effects of laboratory-based and field-based practicum experience on pre-service teachers' self-efficacy (2009, unknown): “For example, Lin and Gorrell (2001) conducted a study with 714 pre-”
Beginning teacher efficacy and the practicum in an EFL context (2007, result): “This finding was confirmed by several studies carried out in different cultures with early childhood, elementary and secondary pre‐service teachers (Dembo & Gibson, 1985 ; Housego, 1992 ; Gorell & Hwang, 1995 ; Lin & Gorrell, 2001 ).”
Student teachers' thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology (2010, background): “For instance, Lin and Gorrell (2001) explored pre-service teacher efficacy in Taiwan and clearly argued that teacher efficacy and beliefs are largely shaped by culturally and socially shared experiences and values.”
University faculty members’ perceptions of their teaching efficacy (2011, background): “However, most of these studies have mainly focused on the elementary and secondary school teachers (e.g., Hutchinson, 1998; Lin & Correll, 2001) and little is known about the teaching efficacy of university teachers (Cook, 1998).”
The development of student teachers’ professional identity (2010, background): “Lin and Gorrel ( 2001 ) do not really consider this shift in efficacy as a ‘reduced assessment of their own possibilities’, but rather as a change in students’ views on their roles as teachers’.”
Practicum experiences as sources of pre-service teachers’ self-efficacy (2015, result): “Contrariwise, other studies have demonstrated that self-efficacy could decrease or not change during that same period (Lin and Gorrell 2001).”
Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork (2008, result): “found that TEB tend to be strengthened during teacher preparation, other studies pursued in Israel and Taiwan found no change or documented a decline in student teachers' sense of efficacy during their preservice preparation (Lin and Gorrell 2001; Hoy and Spero 2005).”