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

• Cheung, Sum Kwing The Education University of Hong Kong
• Fong, Wai Tsz Ricci The Education University of Hong Kong
• Leung, Suzannie Kit Ying The Chinese University of Hong Kong
• Ling, Elsa Ka Wei Hong Kong Baptist University

Early Education and Development, 2019

Routledge

2019

• Q 教育體系與各級學校
  • QB 小學前之教育、育兒設施、母嬰保健設施
• M 教師與教師教育
  • MH 教師評鑑︰教師效能

• Hong Kong

• 1997.7 onwards

• 學前教育

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.

• 英文

期刊論文

• 10409289

• 10.1080/10409289.2019.1586224

https://bibliography.lib.eduhk.hk/tc/bibs/aa08bf77

2019-08-20