Skala: Self-efficacy
KonstruktzuordnungProfessionelles Selbstverständnis
Theoretische Zuordnung in der AusgangsstudieTeacher qualification and professional knowledge/Professional knowledge and teacher beliefs/
UrsprungÜbernommene Skala
QuelleOECD, online: TALIS 2013 Technical Report , Paris: OECD Publishing 2014
Zitationsiehe Quelle
Theoretischer Hintergrund--
ZielgruppeTeacher General
Erhebungszeitraum2014
Veröffentlichungsdatum30.06.2020
Anzahl Items12
Einleitender TextIn your teaching, to what extent can you do the following?
Please select one response in each row.
Items der Skala
Item-Formulierung | Mittelwert | Standardabweichung | Trennschärfe |
---|---|---|---|
Get students to believe they can do well in school work | 3.31 | 0.72 | -- |
Help my students value learning | 3.32 | 0.73 | -- |
Craft good questions for my students | 3.35 | 0.68 | -- |
Control disruptive behaviour in the classroom | 3.40 | 0.69 | -- |
Motivate students who show low interest in school work | 3.13 | 0.81 | -- |
Make my expectations about student behaviour clear | 3.43 | 0.67 | -- |
Help students think critically | 3.25 | 0.75 | -- |
Get students to follow classroom rules | 3.43 | 0.66 | -- |
Calm a student who is disruptive or noisy | 3.33 | 0.71 | -- |
Use a variety of assessment strategies | 3.27 | 0.73 | -- |
Provide an alternative explanation, for example when students are confused | 3.51 | 0.63 | -- |
Implement alternative instructional strategies in my classroom | 3.24 | 0.75 | -- |
Antwortkategorie
Wert | Bedeutung |
---|---|
1 | Not at all |
2 | To some extent |
3 | Quite a bit |
4 | A lot |
StudiePISA - Programme for International Student Assessment (2015)