Teacher Efficacy of Pre-Service Teachers in Taiwan: The Influence of Classroom Teaching and Group Discussions.

By En-Chong Liaw. 2009

114 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cbf8ca98e85564150cd8c2fca6a50baae4e1e6b8

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Citations in the corpus

Practicum experiences as sources of pre-service teachers’ self-efficacy (2015, background): “Moreover, Liaw (2009) verified that classroom management, and particularly discipline control, was the greatest concern of PTs.”
Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, background): “…researchers into TSE beliefs (e.g. TschannenMoran and Woolfolk Hoy 2001; Henson 2002; Skaalvik and Skaalvik 2010), many of the same researchers (e.g. Liaw 2009; Tschannen-Moran and Johnson 2011) tend to emphasize the importance of the RAND studies (Armor et al. 1976) that took inspiration from…”
EFL teacher self-efficacy development in professional learning communities (2017, background): “…of teacher education which have been found to facilitate teachers’ self-efficacy development are peer collaboration, as in peer-coaching (Goker, 2006) and group discussions (Liaw, 2009), engagement in action research (Cabaroglu, 2014), and improvement of pedagogical knowledge (Wyatt, 2010, 2013).”
Teacher Collaborative Learning and Teacher Self-Efficacy: The Case of Lesson Study (2012, background): “…demonstrated that enactive mastery obtained through various professional development initiatives such as classroom experience and group discussions (Liaw, 2009), and contextual factors such as availability of teaching resources and interpersonal support, are important to promote the efficacy of…”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “The measure may also help to evaluate professional development programs, as scholars who have imposed interventions that emphasize positive capability-related information have generally reported improvements in participants’ self-efficacy (e.g., Henson 2001; Liaw 2009; Ross and Bruce 2007).”