Journal Articles
The roles of Hong Kong preservice early childhood teachers’ creativity and zest in their self-efficacy in creating child-centered learning environments
- The roles of Hong Kong preservice early childhood teachers’ creativity and zest in their self-efficacy in creating child-centered learning environments
- Routledge
- 2019
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- Hong Kong
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- 1997.7 onwards
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- Pre-Primary Education
- 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.
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- English
- Journal Articles
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- 10409289
- https://bibliography.lib.eduhk.hk/en/bibs/aa08bf77
- 2019-08-20
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