ABSTRACT

This 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.

摘要

本文回顾了 1988 年至 2020 年间产生的讲师自我效能信念领域的现有研究文献。鉴于近年来对讲师自我效能信念的兴趣日益浓厚，以及高等教育部门在当前的 Covid- 19 年大流行，进行这样的审查的时间似乎合适。确定并审查了 55 篇英语、西班牙语和葡萄牙语的实证论文。调查结果表明，论文调查了来自 23 个国家的讲师的信念，主要使用涉及问卷的定量横断面方法。在出现的八大主题中，“教学自我效能”表现突出，受到最多关注，而讲师工作的其他方面，包括研究、服务相关和其他行政活动，也被考虑了。关于性别等个人变量，对于不同特征是否比其他特征更能影响自我效能信念，尚无共识。结论指出，需要更多的混合方法和定性研究，采用更精细和情境化的方法，以更好地了解该领域，确定自我效能感的实际来源，并更全面地为政策、实践、资源分配和建设提供信息。容量。