{"title":"教师自我效能感从职前到职初教师的发展:纵向研究发展与方法论质量的系统回顾","authors":"Kang Ma, A. Mcmaugh, M. Cavanagh","doi":"10.1080/1743727X.2021.1990879","DOIUrl":null,"url":null,"abstract":"ABSTRACT Teacher self-efficacy (TSE) is one important construct in teacher education research and malleable at early career stages before becoming resistant to change once established. Longitudinal research plays an essential role in capturing TSE changes and although it has been claimed to be lacking, no systematic methodological review of these studies has been published. This systematic review aims to clarify the nature of the longitudinal study of early career TSE and evaluate the methodological strengths and weaknesses of this research. A total of 41 articles published between 1977 and 2018 were included and their methodological quality was evaluated and reported based on key principles of longitudinal research design, resulting in the identification of significant design,construct and measurement concerns. Suggestions for future longitudinal research on TSE are offered.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"The development of teacher self-efficacy from preservice to early career teacher: a systematic review of development and methodological quality in longitudinal research\",\"authors\":\"Kang Ma, A. Mcmaugh, M. Cavanagh\",\"doi\":\"10.1080/1743727X.2021.1990879\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Teacher self-efficacy (TSE) is one important construct in teacher education research and malleable at early career stages before becoming resistant to change once established. Longitudinal research plays an essential role in capturing TSE changes and although it has been claimed to be lacking, no systematic methodological review of these studies has been published. This systematic review aims to clarify the nature of the longitudinal study of early career TSE and evaluate the methodological strengths and weaknesses of this research. A total of 41 articles published between 1977 and 2018 were included and their methodological quality was evaluated and reported based on key principles of longitudinal research design, resulting in the identification of significant design,construct and measurement concerns. Suggestions for future longitudinal research on TSE are offered.\",\"PeriodicalId\":51655,\"journal\":{\"name\":\"International Journal of Research & Method in Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2021-10-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Research & Method in Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/1743727X.2021.1990879\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Research & Method in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1743727X.2021.1990879","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The development of teacher self-efficacy from preservice to early career teacher: a systematic review of development and methodological quality in longitudinal research
ABSTRACT Teacher self-efficacy (TSE) is one important construct in teacher education research and malleable at early career stages before becoming resistant to change once established. Longitudinal research plays an essential role in capturing TSE changes and although it has been claimed to be lacking, no systematic methodological review of these studies has been published. This systematic review aims to clarify the nature of the longitudinal study of early career TSE and evaluate the methodological strengths and weaknesses of this research. A total of 41 articles published between 1977 and 2018 were included and their methodological quality was evaluated and reported based on key principles of longitudinal research design, resulting in the identification of significant design,construct and measurement concerns. Suggestions for future longitudinal research on TSE are offered.
期刊介绍：
The International Journal of Research & Method in Education is an interdisciplinary, peer-reviewed journal that draws contributions from a wide community of international researchers. Contributions are expected to develop and further international discourse in educational research with a particular focus on method and methodological issues. The journal welcomes papers engaging with methods from within a qualitative or quantitative framework, or from frameworks which cut across and or challenge this duality. Papers should not solely focus on the practice of education; there must be a contribution to methodology. International Journal of Research & Method in Education is committed to publishing scholarly research that discusses conceptual, theoretical and methodological issues, provides evidence, support for or informed critique of unusual or new methodologies within educational research and provides innovative, new perspectives and examinations of key research findings. The journal’s enthusiasm to foster debate is also recognised in a keenness to include engaged, thought-provoking response papers to previously published articles. The journal is also interested in papers that discuss issues in the teaching of research methods for educational researchers. Contributors to International Journal of Research & Method in Education should take care to communicate their findings or arguments in a succinct, accessible manner to an international readership of researchers, policy-makers and practitioners from a range of disciplines including but not limited to philosophy, sociology, economics, psychology, and history of education. The Co-Editors welcome suggested topics for future Special Issues. Initial ideas should be discussed by email with the Co-Editors before a formal proposal is submitted for consideration.
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