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AuthorZimmerman, Whitney Alicia
AuthorKnight, Stephanie L.
AuthorFavre, David E.
AuthorIkhlef, Atman
Available date2020-11-26T11:21:09Z
Publication Date2017
Publication NameTeacher Development
ResourceScopus
URIhttp://dx.doi.org/10.1080/13664530.2016.1243571
URIhttp://hdl.handle.net/10576/17095
AbstractQatar is undergoing major educational reform that is shifting its educational policy toward an instructional orientation grounded in constructivism and student-centered instruction. Differences in cultural conceptions of knowledge acquisition and the purpose of education are examined to highlight challenges to Qatar?s reform implementation efforts. Self-efficacy theory is reviewed to provide a theoretical framework for our examination of the adequacy of professional development to impact teacher efficacy for implementing reform-based teaching practices. Teaching behaviors in line with the reform and teacher efficacy were quantitatively measured before and after professional development for treatment and control groups. Regression methods were used to examine the impact of professional development on the relationship between teaching behaviors and teacher efficacy. Results indicate a significant interaction effect; for teachers who received the training, the relationship between behaviors and teacher efficacy was negative, while for teachers in the control group this relationship was positive. Implications of the findings for teacher efficacy and professional development are discussed.
Languageen
PublisherRoutledge
Subjectpolicy transfer
professional development
self-efficacy
teaching behaviors
teaching efficacy
TitleEffect of professional development on teaching behaviors and efficacy in Qatari educational reforms
TypeArticle
Pagination324-345
Issue Number2
Volume Number21
dc.accessType Abstract Only


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