Abstract

Teachers’ teaching-related competence beliefs such as perceived teaching ability and self-efficacy have been linked to their occupational well-being and external evaluations of instructional quality. However, researchers have struggled to establish a reliable empirical link between teachers’ competence beliefs and students’ academic outcomes. To clarify these puzzling results, this research synthesis reviews different conceptualizations of teachers’ competence beliefs and their hypothesized effects on students, and focuses in particular on student-reported classroom processes and outcomes in authentic K–12 classrooms. This review revealed considerable ambiguity concerning the conceptualization and assessment of teachers’ competence beliefs in empirical research. Furthermore, there is a paucity of empirical evidence testing central assumptions about the associations between different types of beliefs about teaching competence, mediating processes such as instructional quality, and student outcomes in authentic K–12 settings. This research synthesis identifies important gaps in existing research that warrant attention and outlines directions for future research.

摘要

教师的教学相关能力信念，如感知教学能力和自我效能感，与他们的职业幸福感和教学质量的外部评价有关。然而，研究人员一直在努力在教师的能力信念和学生的学业成果之间建立可靠的实证联系。为了澄清这些令人费解的结果，本研究综合回顾了教师能力信念的不同概念及其对学生的假设影响，并特别关注学生报告的课堂过程和真实的结果。K-12 教室。这篇综述揭示了在实证研究中关于教师能力信念的概念化和评估的相当多的模糊性。此外，在真实的 K-12 环境中，关于教学能力、中介过程（如教学质量）和学生成绩的不同类型信念之间关联的中心假设缺乏经验证据测试。该研究综合确定了现有研究中值得关注的重要差距，并概述了未来研究的方向。