東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

An Exploration of Academic Librarian...

Weaver, Kari D.

FindBook

Google Book

Amazon

博客來

An Exploration of Academic Librarian Self-efficacy in the Teaching Role: A Canadian Perspective.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Exploration of Academic Librarian Self-efficacy in the Teaching Role: A Canadian Perspective./
作者:	Weaver, Kari D.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	125 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
Contained By:	Dissertations Abstracts International81-02A.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13808328
ISBN:	9781085565783

An Exploration of Academic Librarian Self-efficacy in the Teaching Role: A Canadian Perspective.
Weaver, Kari D.

An Exploration of Academic Librarian Self-efficacy in the Teaching Role: A Canadian Perspective. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 125 p.

Source: Dissertations Abstracts International, Volume: 81-02, Section: A.

Thesis (Ed.D.)--University of South Carolina, 2019.

This item must not be sold to any third party vendors.

The purpose of the study was to examine the impact of short professional development interventions, covering core concepts in teaching and learning, on the self-efficacy of academic librarians in the teaching role. The participants in this study were six academic librarians at a large, research-intensive university in Canada for whom instructional work was a requirement of their position.To examine librarian self-efficacy in the teaching role, the participants completed a standard self-efficacy questionnaire and a semi-structured interview prior to participating in the professional development interventions. The topics covered for professional development included learning theory, lesson planning, classroom management, and assessment, with an emphasis on formative assessment practices. After participation in the professional development, participants engaged in their regular instructional work and, six to eight weeks later, completed the standard self-efficacy questionnaire and a second semi-structured interview. The results of this study indicate librarian self-efficacy in the teaching role is a complex interplay of factors, including self-perception, faculty interactions, and institutional support. While self-efficacy is impacted by short professional development interventions on teaching, those interventions alone are not enough to develop teaching self-efficacy for academic librarians.

ISBN: 9781085565783Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Academic libraries

An Exploration of Academic Librarian Self-efficacy in the Teaching Role: A Canadian Perspective.
LDR:02607nmm a2200373 4500 001 2275331
005 20210119090702.5
008 220723s2019 ||||||||||||||||| ||eng d
020 $a 9781085565783
035 $a (MiAaPQ)AAI13808328
035 $a AAI13808328
040 $a MiAaPQ $c MiAaPQ
100 1 $a Weaver, Kari D. $3 3553578
245 1 3 $a An Exploration of Academic Librarian Self-efficacy in the Teaching Role: A Canadian Perspective.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 125 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
500 $a Advisor: Jeffries, Rhonda.
502 $a Thesis (Ed.D.)--University of South Carolina, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of the study was to examine the impact of short professional development interventions, covering core concepts in teaching and learning, on the self-efficacy of academic librarians in the teaching role. The participants in this study were six academic librarians at a large, research-intensive university in Canada for whom instructional work was a requirement of their position.To examine librarian self-efficacy in the teaching role, the participants completed a standard self-efficacy questionnaire and a semi-structured interview prior to participating in the professional development interventions. The topics covered for professional development included learning theory, lesson planning, classroom management, and assessment, with an emphasis on formative assessment practices. After participation in the professional development, participants engaged in their regular instructional work and, six to eight weeks later, completed the standard self-efficacy questionnaire and a second semi-structured interview. The results of this study indicate librarian self-efficacy in the teaching role is a complex interplay of factors, including self-perception, faculty interactions, and institutional support. While self-efficacy is impacted by short professional development interventions on teaching, those interventions alone are not enough to develop teaching self-efficacy for academic librarians.
590 $a School code: 0202.
650 4 $a Education. $3 516579
650 4 $a Higher education. $3 641065
650 4 $a Library science. $3 539284
653 $a Academic libraries
653 $a Library instruction
653 $a Professional development
653 $a Self-efficacy
653 $a Teaching
690 $a 0515
690 $a 0745
690 $a 0399
710 2 $a University of South Carolina. $b Curriculum and Instruction. $3 1682098
773 0 $t Dissertations Abstracts International $g 81-02A.
790 $a 0202
791 $a Ed.D.
792 $a 2019
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13808328