LEADER 04164nam 2200589 450 001 9910255144603321 005 20230808194234.0 010 $a94-6300-521-8 024 7 $a10.1007/978-94-6300-521-0 035 $a(CKB)3710000000754945 035 $a(DE-He213)978-94-6300-521-0 035 $a(MiAaPQ)EBC4595000 035 $a(OCoLC)957635483 035 $a(nllekb)BRILL9789463005210 035 $a(MiAaPQ)EBC4676190 035 $a(Au-PeEL)EBL4676190 035 $a(CaPaEBR)ebr11329144 035 $a(CaONFJC)MIL940503 035 $a(OCoLC)971364935 035 $a(EXLCZ)993710000000754945 100 $a20170118h20162016 uy 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aAsia-Pacific perspectives on teacher self-efficacy /$fedited by Susanne Garvis and Donna Pendergast 205 $a1st ed. 2016. 210 1$aRotterdam, Netherlands ;$aBoston, [Massachusetts] ;$aTaipei, [Taiwan] :$cSense Publishers,$d2016. 210 4$dİ2016 215 $a1 online resource (XXII, 132 p.) 311 $a94-6300-520-X 311 $a94-6300-519-6 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aAcknowledgement -- List of Figures -- List of Tables -- Acronyms and Abbreviations -- Introduction -- Preservice Teacher Self-Efficacy Beliefs: An Opportunity to Generate ?Good Research? in the Asia-Pacific Region -- The Mediating Role of Collective Teacher Efficacy Beliefs in the Relationship between School Climate and Teacher Self-Efficacy across Mainstream and Special Needs Schools -- Understanding Teacher Self-Efficacy to Teach in Inclusive Classrooms -- Teaching Efficacy Belief as a New Paradigm for Teacher Career Development and Professionalism in Korea -- A Comparative Study of Early Childhood Teacher Self-Efficacy for Arts Education in Australia and Oman -- Inclusion, Classroom Management and Teacher Self-Efficacy in an Australian Context -- Teacher Self-Efficacy and Junior Secondary: Exploring a Moment of Reform in Queensland Schools -- Teacher Efficacy Research in Mainland China -- About the Contributors. 330 $aIn 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 teacher behaviour. 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. 606 $aSelf-efficacy 606 $aTeachers$zAsia$xPsychology 606 $aTeachers$zAustralia$xPsychology 615 0$aSelf-efficacy. 615 0$aTeachers$xPsychology. 615 0$aTeachers$xPsychology. 676 $a155.51825 702 $aGarvis$b Susanne 702 $aPendergast$b Donna 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910255144603321 996 $aAsia-Pacific perspectives on teacher self-efficacy$92451921 997 $aUNINA