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Reflective Teaching And Self-Efficacy Beliefs: Exploring Relationships In The Context Of Teaching Efl In Iran, Mehdi Babaei, Arman Abednia
Reflective Teaching And Self-Efficacy Beliefs: Exploring Relationships In The Context Of Teaching Efl In Iran, Mehdi Babaei, Arman Abednia
Australian Journal of Teacher Education
This article reports on a study that explored the relationship between reflective teaching and teachers’ self-efficacy beliefs. Two questionnaires, the English Language Teaching Reflection Inventory (Akbari, Behzadpoor, & Dadvand, 2010) and Teachers’ Efficacy Beliefs System-Self (TEBS-Self) (Dellinger, Bobbett, Olivier, & Ellett, 2008), were distributed among 225 Iranian EFL (English as a Foreign Language) teachers. Pearson product-moment correlation analysis showed a significant positive relationship between the general factors of teacher reflectiveness and self-efficacy. Standard multiple regression identified Efficacy for Learner Engagement as the only predictor of teacher reflectiveness and Meta-Cognitive Reflection as the only predictor of teacher self-efficacy. Finally, the interconnections …
Assessing Curriculum Planning For Humanities Inquiry: The Challenges And Opportunities Of Poster Presentation, Heather D. Wallace, Lou Preston, Kate M. Harvie
Assessing Curriculum Planning For Humanities Inquiry: The Challenges And Opportunities Of Poster Presentation, Heather D. Wallace, Lou Preston, Kate M. Harvie
Australian Journal of Teacher Education
Authentic assessment has been promoted in teacher education as a means of addressing the challenge that pre-service teachers often face in translating theory into practice. In this article, we outline one approach to authentic assessment that utilises a poster format to present a humanities inquiry sequence. Drawing on a practice-based research project into inquiry learning, we explore the challenges and opportunities of this mode of assessment in meeting our curriculum aims. While we acknowledge limitations in this method, we conclude that posters provide a succinct and engaging means of organising, disseminating and assessing inquiry planning in humanities.