The Impact of Informal Teacher Learning on Teacher Self-Efficacy and Adaptive Teaching

• In Event: Moscone Center West Roundtable Session 9
  In Roundtable Session: Investigating Contextual Factors and Self-Efficacy in In-Service Teacher Learning

Abstract

Informal teacher learning (ITL) activity significantly influences teacher beliefs and practices (Kyndt et al., 2016). However, few studies have systematically categorized various ITL activities and investigated the effects of each type of ITL on teacher self-efficacy and adaptive teaching. The survey responses of 510 primary and secondary teachers were analyzed using structural equation modeling and bootstrapping analysis. Results showed that reflection on practice was the most significant predictor of both teacher self-efficacy and adaptive teaching. Of the three interactive informal learning activities, interaction with stakeholders, partially or fully mediated by reflection on practice, had the largest impact on both teacher self-efficacy and adaptive teaching, whereas interaction with colleagues had the least impact.

Authors

• Xianhan Huang, University of Hong Kong

• CHUN LAI

• Chan Wang, The Education University of Hong Kong