Profiles of instructional practices and associations with teachers’ self-efficacy, classroom autonomy, teacher collaboration, and school climate in Korea-Reference-Cited by-同舟云学术

Profiles of instructional practices and associations with teachers’ self-efficacy, classroom autonomy, teacher collaboration, and school climate in Korea

Published:2023-08-12 Issue: Volume: Page:
ISSN:1598-1037
Container-title:Asia Pacific Education Review
language:en
Short-container-title:Asia Pacific Educ. Rev.

Author:

Jang Jaehong^ORCID,Yoo Hawon^ORCID,Rubadeau Ksan^ORCID

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

https://link.springer.com/content/pdf/10.1007/s12564-023-09892-8.pdf

Reference94 articles.

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3. Arends, F. (2021). Help them understand: The importance of instructional clarity in teaching and learning. HSRC Review, 19(2), 33–34.

4. Bandura, A., Freeman, W. H., & Lightsey, R. (1999). Self-efficacy: The exercise of control. Journal of Cognitive Psychotherapy, 13(2), 158–166. https://doi.org/10.1891/0889-8391.13.2.158

5. Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180. https://doi.org/10.3102/0002831209345157