Asia-Pacific Perspectives on Teacher Self-Efficacy

1. Front Matter

   Pages i-xxi

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2. Preservice Teacher Self-Efficacy Beliefs

   • David A. G. Berg, Lisa F. Smith

   Pages 1-17

3. The Mediating Role of Collective Teacher Efficacy Beliefs in the Relationship between School Climate and Teacher Self-efficacy across Mainstream and Special Needs Schools

   • Wan Har Chong, Ming Ying Ong

   Pages 19-35

4. Understanding Teacher Self-Efficacy to Teach in Inclusive Classrooms

   • Umesh Sharma, Sindu George

   Pages 37-51

5. Teaching Efficacy Belief as a New Paradigm for Teacher Career Development and Professionalism in Korea

   • So-Jung Seo

   Pages 53-69

6. A Comparative Study of Early Childhood Teacher self-efficacy for arts Education in Australia and Oman

   • Susanne Garvis, Ali Kemal Tekin

   Pages 71-85

7. Inclusion, Classroom Management and Teacher Self-Efficacy in an Australian Context

   • Stuart Woodcock, Andrea Reupert

   Pages 87-102

8. Teacher Self-Efficacy and Junior Secondary

   • Donna Pendergast, Katherine Main

   Pages 103-113

9. Teacher Efficacy Research in Mainland China

   • Olli-Pekka Malinen

   Pages 115-126

10. Back Matter

    Pages 127-131

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In this book the editors have been able to provide a snapshot of current research being undertaken in the Asia-Pacific region in regards to teacher self-efficacy beliefs. This includes specific focuses on inclusive teaching, professionalism, subject domains, collective efficacy as well as specific contexts of early childhood education and care, primary schools education, special needs schools and teacher education.  This allows the reader to begin to develop an understanding about the complexity of teacher self-efficacy as well as the development and relationship between self-efficacy and other theoretical constructs and concepts. The book begins with an overall summary of research in the Asia-Pacific region before moving to a specific focus on research in different countries.
 
All of the chapters also provide hope to the reader about the possibilities of understanding and supporting teachers and schools beliefs to enhance teacherbehaviour. Through the implementation of teacher self-efficacy beliefs into educational contexts, teacher education programmes and professional development programmes, there is strong hope that the outcomes of education systems in supporting all students in their learning can be achieved. By allowing teachers to develop their own sources of efficacy and supporting these through all stages of career development, all children can be supported in their own learning.

• Teacher self-efficacy
• Asia-Pacific
• Teaching
• Competence
• Students

• University of Gothenburg, Sweden

  Susanne Garvis

• Griffith University, Australia

  Donna Pendergast

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