Comparative study among Hong Kong, Taiwan, Korea: Teacher self-efficacy have affected student civic learning, participation in school activities, and intention to participation in future

Comparative study among Hong Kong, Taiwan, Korea: Teacher self-efficacy have affected student civic learning, participation in school activities, and intention to participation in future

• Wong, Koon Lin The Education University of Hong Kong

The 13th CitizED International Conference: Global citizenship and youth work: educational meanings, possibilities and practices (2017: Korea National Sport University, Seoul, Korea)

• M Teachers & Education for Teachers
  • ME Teachers' Responsibility, Professionalism & Discipline
• P Social Context of Education
  • PB Comparative Education

Teacher Self-Efficacy Student Civic Learning Participation in School Activities and Intention to Participation in Future

• Hong Kong
• Taiwan
• Korea

• 1997.7 onwards

• Unknown or Unspecified

Research suggests that teachers’ self-efficacy improves student learning and academic achievement (Caprara, Barnabelli, Steca, & Malone, 2006; Woolfolk, Hoy, & Davis, 2006) by enhancing students’ sense of efficacy (Lin, Gorrell, & Taylor, 2002) and strengthening their motivation to learn (Midgley, Feldlaufer, & Eccles, 1989). Within the context of citizenship education (CE), teachers’ self-efficacy generates many benefits, which take on different meanings. Recently, many youth in Hong Kong, Taiwan, Korea have been become radically active citizens. The question remains as to what roles schools and teachers play in students’ political socialization. Combining ICCS 2009 teacher and student data, this study is to examine on teacher self “efficacy have affected student civic learning, participation in school activities and intention to participation in future among these countries. According to the primarily findings, in Hong Kong, teachers’ participation in school governance has affected students’ civic knowledge; gender has affected students’ civic participation in the wider community and students’ expected adult participation in political activities, and teachers’ perceptions of social problems at school have affected on students’ expected adult electoral participation. In Taiwan, teacher self-efficacy has not affected student civic learning, participation in school activities and intention to participation in future. In Korea, teachers’ perceptions of students’ activities in the community have affected on students’ civic knowledge. Teachers’ perceptions of social problems at school have affected students’ participation in school activities. Copyright © 2017 13th citized International Conference.

Paper presented at The 13th CitizED International Conference: Global citizenship and youth work: educational meanings, possibilities and practices, Korea National Sport University, Seoul, Korea.

• English

Conference Papers

https://bibliography.lib.eduhk.hk/bibs/208c7f69

2019-11-01