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dc.contributor.authorMatos, Mayara da Mota [UNESP]
dc.contributor.authorIaochite, Roberto T. [UNESP]
dc.contributor.authorSharp, John G.
dc.date.accessioned2021-06-25T10:57:54Z
dc.date.available2021-06-25T10:57:54Z
dc.date.issued2021-01-01
dc.identifierhttp://dx.doi.org/10.1080/0309877X.2021.1905155
dc.identifier.citationJournal of Further and Higher Education.
dc.identifier.issn1469-9486
dc.identifier.issn0309-877X
dc.identifier.urihttp://hdl.handle.net/11449/207598
dc.description.abstractThis article reviews available research literature in the field of lecturer self-efficacy beliefs produced between 1988 and 2020. Given the growing interest in lecturer self-efficacy beliefs in recent years, and the global challenges the Higher Education sector will face following the current Covid-19 pandemic, the time to conduct such a review seems appropriate. Fifty-five empirical papers in English, Spanish and Portuguese were identified and examined. Findings show that papers investigated the beliefs of lecturers from 23 countries using mostly quantitative cross-sectional approaches involving questionnaires. Among the eight main themes that emerged, ‘teaching self-efficacy’ featured prominently and received most attention, while other aspects of the work of lecturers, including research, service-related and other administrative activities, were also considered. Concerning personal variables like gender, there was no consensus over whether different characteristics affected self-efficacy beliefs more than others. Conclusions point to the need for additional mixed-methods and qualitative studies with more refined and contextualised methodological approaches to better understand the field, to identify actual sources of self-efficacy themselves and to more fully inform policy, practice, the distribution of resources and building capacity.en
dc.language.isoeng
dc.relation.ispartofJournal of Further and Higher Education
dc.sourceScopus
dc.subjectHigher Education
dc.subjectLecturer self-efficacy
dc.subjectprofessional development
dc.subjectresearch
dc.subjectservice-related activity
dc.subjectteaching
dc.titleLecturer self-efficacy beliefs: an integrative review and synthesis of relevant literatureen
dc.typeArtigo
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.contributor.institutionUniversity of Lincoln
dc.description.affiliationDepartamento de Educação Instituto de Biociências UNESP Rio Claro
dc.description.affiliationLincoln Higher Education Research Institute University of Lincoln
dc.description.affiliationUnespDepartamento de Educação Instituto de Biociências UNESP Rio Claro
dc.identifier.doi10.1080/0309877X.2021.1905155
dc.identifier.scopus2-s2.0-85104093797
unesp.author.orcid0000-0001-6299-5910[1]
unesp.author.orcid0000-0003-1476-6253[2]
unesp.author.orcid0000-0003-3023-8063[3]
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