Lecturer self-efficacy beliefs: an integrative review and synthesis of relevant literature

Registro completo de metadados
MetadadosDescriçãoIdioma
Autor(es): dc.contributorUniversidade Estadual Paulista (Unesp)-
Autor(es): dc.contributorUniversity of Lincoln-
Autor(es): dc.creatorMatos, Mayara da Mota [UNESP]-
Autor(es): dc.creatorIaochite, Roberto T. [UNESP]-
Autor(es): dc.creatorSharp, John G.-
Data de aceite: dc.date.accessioned2022-02-22T00:50:48Z-
Data de disponibilização: dc.date.available2022-02-22T00:50:48Z-
Data de envio: dc.date.issued2021-06-25-
Data de envio: dc.date.issued2021-06-25-
Data de envio: dc.date.issued2020-12-31-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.1080/0309877X.2021.1905155-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/11449/207598-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/207598-
Descrição: dc.descriptionThis article reviews available research literature in the field of lecturer self-efficacy beliefs produced between 1988 and 2020. Given the growing interest in lecturer self-efficacy beliefs in recent years, and the global challenges the Higher Education sector will face following the current Covid-19 pandemic, the time to conduct such a review seems appropriate. Fifty-five empirical papers in English, Spanish and Portuguese were identified and examined. Findings show that papers investigated the beliefs of lecturers from 23 countries using mostly quantitative cross-sectional approaches involving questionnaires. Among the eight main themes that emerged, ‘teaching self-efficacy’ featured prominently and received most attention, while other aspects of the work of lecturers, including research, service-related and other administrative activities, were also considered. Concerning personal variables like gender, there was no consensus over whether different characteristics affected self-efficacy beliefs more than others. Conclusions point to the need for additional mixed-methods and qualitative studies with more refined and contextualised methodological approaches to better understand the field, to identify actual sources of self-efficacy themselves and to more fully inform policy, practice, the distribution of resources and building capacity.-
Descrição: dc.descriptionDepartamento de Educação Instituto de Biociências UNESP Rio Claro-
Descrição: dc.descriptionLincoln Higher Education Research Institute University of Lincoln-
Descrição: dc.descriptionDepartamento de Educação Instituto de Biociências UNESP Rio Claro-
Idioma: dc.languageen-
Relação: dc.relationJournal of Further and Higher Education-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subjectHigher Education-
Palavras-chave: dc.subjectLecturer self-efficacy-
Palavras-chave: dc.subjectprofessional development-
Palavras-chave: dc.subjectresearch-
Palavras-chave: dc.subjectservice-related activity-
Palavras-chave: dc.subjectteaching-
Título: dc.titleLecturer self-efficacy beliefs: an integrative review and synthesis of relevant literature-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

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