Details
| Originalsprache | Englisch |
|---|---|
| Seiten (von - bis) | 128-140 |
| Seitenumfang | 13 |
| Fachzeitschrift | Teaching and Teacher Education |
| Jahrgang | 75 |
| Frühes Online-Datum | 20 Juni 2018 |
| Publikationsstatus | Veröffentlicht - Okt. 2018 |
| Extern publiziert | Ja |
Abstract
This study explored methodological challenges related to eliciting and assessing teachers’ beliefs about teaching cancer education. We aimed to develop reliable belief scales, a methodological innovation in the context of the theory of planned behaviour (TPB), as single belief items are typically used as predictors for direct measures. The expectancy-value product proved useful for identifying categories of teachers’ beliefs about cancer education. Six reliable belief scales emerged, for example, control beliefs about external emotional and non-emotional inhibitors and internal facilitators. We also discuss methodological issues related to eliciting beliefs and forming reliable belief scales.
ASJC Scopus Sachgebiete
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
Ziele für nachhaltige Entwicklung
Zitieren
- Standard
- Harvard
- Apa
- Vancouver
- BibTex
- RIS
in: Teaching and Teacher Education, Jahrgang 75, 10.2018, S. 128-140.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Using the theory of planned behaviour to develop a questionnaire on teachers’ beliefs about teaching cancer education
AU - Heuckmann, Benedikt
AU - Hammann, Marcus
AU - Asshoff, Roman
N1 - Publisher Copyright: © 2018 Elsevier Ltd Copyright: Copyright 2018 Elsevier B.V., All rights reserved.
PY - 2018/10
Y1 - 2018/10
N2 - This study explored methodological challenges related to eliciting and assessing teachers’ beliefs about teaching cancer education. We aimed to develop reliable belief scales, a methodological innovation in the context of the theory of planned behaviour (TPB), as single belief items are typically used as predictors for direct measures. The expectancy-value product proved useful for identifying categories of teachers’ beliefs about cancer education. Six reliable belief scales emerged, for example, control beliefs about external emotional and non-emotional inhibitors and internal facilitators. We also discuss methodological issues related to eliciting beliefs and forming reliable belief scales.
AB - This study explored methodological challenges related to eliciting and assessing teachers’ beliefs about teaching cancer education. We aimed to develop reliable belief scales, a methodological innovation in the context of the theory of planned behaviour (TPB), as single belief items are typically used as predictors for direct measures. The expectancy-value product proved useful for identifying categories of teachers’ beliefs about cancer education. Six reliable belief scales emerged, for example, control beliefs about external emotional and non-emotional inhibitors and internal facilitators. We also discuss methodological issues related to eliciting beliefs and forming reliable belief scales.
KW - Expectancy-value framework
KW - Professional development
KW - Scaling
UR - http://www.scopus.com/inward/record.url?scp=85048713689&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2018.06.006
DO - 10.1016/j.tate.2018.06.006
M3 - Article
VL - 75
SP - 128
EP - 140
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
ER -