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The Relationship between Informal Teacher Learning and Self-Efficacy among Public School Teachers and Private School Teachers in China

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Title: The Relationship between Informal Teacher Learning and Self-Efficacy among Public School Teachers and Private School Teachers in China
Language: English
Authors: Huang, Xianhan (ORCID 0000-0002-6182-1211), Lai, Chun (ORCID 0000-0002-7915-113X), Wang, Chan (ORCID 0000-0002-1442-8484), Xu, Guonian
Source: Journal of Education for Teaching: International Research and Pedagogy. 2023 49(4):597-615.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Secondary Education
Descriptors: Informal Education, Teacher Education, Self Efficacy, Public School Teachers, Private Schools, Foreign Countries, Cooperative Learning, Interprofessional Relationship, Multimedia Materials, Reflection, Comparative Education, Elementary School Teachers, Secondary School Teachers, Faculty Development
Geographic Terms: China
DOI: 10.1080/02607476.2022.2150533
ISSN: 0260-7476
1360-0540
Abstract: Although informal teacher learning (ITL) has been deemed critical for teachers in various contexts, it remains unknown how different kinds of ITL are associated with teacher self-efficacy, and how these relationships differ between public school teachers and private school teachers. Based on sociocultural theory and reflection theory, this study first categorised ITL activities into four types: (1) learning through interaction with colleagues, (2) learning through interaction with stakeholders (i.e. students, parents, friends, and researchers), (3) learning through interaction with multimedia, and (4) learning through reflection on practice. Borrowing from social cognitive theory, the study then investigated the relationship between each type of ITL and teacher self-efficacy among public school teachers and private school teachers. Survey responses were collected from 289 teachers in a pilot study and 510 teachers in the main study. Multigroup structural equation modelling was used to analyse the data. The results substantially support the existence of the four ITL categories listed above. Compared with the private school teachers, the public school teachers reported that they interacted more with stakeholders. The public school teachers' reflection on practice was significantly related to their self-efficacy, whereas the private school teachers' interaction with stakeholders and multimedia was important to their self-efficacy.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1398423
Database: ERIC
FullText Text:
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IllustrationInfo
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  Data: The Relationship between Informal Teacher Learning and Self-Efficacy among Public School Teachers and Private School Teachers in China
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Huang%2C+Xianhan%22">Huang, Xianhan</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6182-1211">0000-0002-6182-1211</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lai%2C+Chun%22">Lai, Chun</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7915-113X">0000-0002-7915-113X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wang%2C+Chan%22">Wang, Chan</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1442-8484">0000-0002-1442-8484</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xu%2C+Guonian%22">Xu, Guonian</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+for+Teaching%3A+International+Research+and+Pedagogy%22"><i>Journal of Education for Teaching: International Research and Pedagogy</i></searchLink>. 2023 49(4):597-615.
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  Label: Availability
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
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  Label: Publication Date
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Informal+Education%22">Informal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Public+School+Teachers%22">Public School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Schools%22">Private Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+Relationship%22">Interprofessional Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Materials%22">Multimedia Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Education%22">Comparative Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/02607476.2022.2150533
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0260-7476<br />1360-0540
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Although informal teacher learning (ITL) has been deemed critical for teachers in various contexts, it remains unknown how different kinds of ITL are associated with teacher self-efficacy, and how these relationships differ between public school teachers and private school teachers. Based on sociocultural theory and reflection theory, this study first categorised ITL activities into four types: (1) learning through interaction with colleagues, (2) learning through interaction with stakeholders (i.e. students, parents, friends, and researchers), (3) learning through interaction with multimedia, and (4) learning through reflection on practice. Borrowing from social cognitive theory, the study then investigated the relationship between each type of ITL and teacher self-efficacy among public school teachers and private school teachers. Survey responses were collected from 289 teachers in a pilot study and 510 teachers in the main study. Multigroup structural equation modelling was used to analyse the data. The results substantially support the existence of the four ITL categories listed above. Compared with the private school teachers, the public school teachers reported that they interacted more with stakeholders. The public school teachers' reflection on practice was significantly related to their self-efficacy, whereas the private school teachers' interaction with stakeholders and multimedia was important to their self-efficacy.
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  Label: Abstractor
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  Data: As Provided
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  Label: Entry Date
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  Data: 2023
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  Label: Accession Number
  Group: ID
  Data: EJ1398423
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        Value: 10.1080/02607476.2022.2150533
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 597
    Subjects:
      – SubjectFull: Informal Education
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Public School Teachers
        Type: general
      – SubjectFull: Private Schools
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Interprofessional Relationship
        Type: general
      – SubjectFull: Multimedia Materials
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      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Comparative Education
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: The Relationship between Informal Teacher Learning and Self-Efficacy among Public School Teachers and Private School Teachers in China
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