Understanding teachers' online professional learning: A "community of inquiry" perspective on the role of Chinese middle school teachers' sense of self-efficacy, and online learning achievement

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Title

Understanding teachers' online professional learning: A "community of inquiry" perspective on the role of Chinese middle school teachers' sense of self-efficacy, and online learning achievement

Content partner

The University of Auckland Library

Collection

ResearchSpace@Auckland

Description

Teachers' online professional development (PD) has been valued as a crucial and effective way to promote teaching competencies. Forming a professional learning community has been recognized as a means to promote effective PD. Within this realm of research, the Community of Inquiry (CoI) framework was deemed as a collaborative-constructivist process model that describes successful online learning experiences. The CoI has been associated with many psychological and educational variables, such a...

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Format

Research paper

Research format

Journal article

Date created

2023-06

Creator

Wang, Mingzhe / Zhang, Lawrence Jun

URL

https://hdl.handle.net/2292/66074

Related subjects

Community of inquiry / Middle school teachers / Online learning achievement / Self-efficacy / Study time / Teacher professional development / 3901 Curriculum and Pedagogy / 3903 Education Systems / 39 Education / Behavioral and Social Science / Clinical Research / Basic Behavioral and Social Science / 4 Quality Education / Science & Technology / Multidisciplinary Sciences / Science & Technology - Other Topics / ACADEMIC-ACHIEVEMENT / STUDENT-ACHIEVEMENT / MEDIATING ROLE / PERCEPTIONS

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