Journal Articles

The roles of Hong Kong preservice early childhood teachers’ creativity and zest in their self-efficacy in creating child-centered learning environments

Title:
The roles of Hong Kong preservice early childhood teachers’ creativity and zest in their self-efficacy in creating child-centered learning environments
Authors:
Source:
Early Education and Development, 2019
Publisher:
Routledge
Year Published:
2019
Education Categories:
- Q Philosophy of Education, Educational System & School At Different Levels
  - QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities
- M Teachers & Education for Teachers
  - MH Teacher Evaluation : Teacher Effectiveness
Region:
- Hong Kong
Period:
- 1997.7 onwards
Level:
- Pre-Primary Education
Abstract:
Research Findings: This study investigated the relationships of preservice teachers’ year of study in the teacher education program, creativity, zest, and self-efficacy in managing children’s behaviors to self-efficacy in creating child-centered learning environments. Data were collected from 275 Hong Kong preservice teachers via self-reported questionnaires. Results showed that creativity had a direct positive linkage with self-efficacy in creating child-centered learning environments. Zest was associated with self-efficacy in creating child-centered learning environments, however, indirectly through self-efficacy in managing children’s behaviors. Year of study was unrelated to both self-efficacies. Practice or Policy: Preservice teachers’ creativity and zest can be conceptualized as personal resources for creating child-centered environments. Teacher education programs should therefore incorporate components of fostering pre-service teachers’ own creativity and zest. Copyright © 2019 Taylor & Francis Group, LLC.
Language:
- English
Document Type:
Journal Articles
ISSN:
- 10409289
DOI:
- 10.1080/10409289.2019.1586224
Permalink:
https://bibliography.lib.eduhk.hk/en/bibs/aa08bf77
Entry Date:
2019-08-20