Abstract
![CDATA[Researchers have found that the self-concept of students in academic work is domain specific such that the self-concept in a specific curriculum domain is distinguishable from that in another curriculum domain. Few studies have examined the self-concept of teachers in various teaching domains. Teachers in Hong Kong attending an in-service program in the teaching of art and those attending an in-service program in the teaching of music were surveyed to examine their self-concepts in the respective domains. Structural equation models found that the teachers' self-concepts in the two curriculum areas were clearly distinguishable from each other. Analysis of variance found that teachers of art had a higher self-concept in art than in music whereas teachers of music had a higher self-concept in music than in art. Similar to the domain specificity found in students' self-concepts, the effects of the in-service teacher training programs on self-concept enhancement through acquisition of respective skills were also domain specific. Teacher trainers should therefore be aware of the domain specificity of interventions that aim to develop teacher competencies in specific areas of teaching.]]
Original language | English |
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Title of host publication | Self-Concept, Motivation and Identity, Where To From Here? : Proceedings of the Third International Biennial SELF Research Conference |
Publisher | University of Western Sydney |
Number of pages | 1 |
ISBN (Print) | 1741080738 |
Publication status | Published - 2004 |
Event | International Biennial SELF Research Conference - Duration: 13 Jan 2009 → … |
Conference
Conference | International Biennial SELF Research Conference |
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Period | 13/01/09 → … |
Keywords
- teachers
- Hong Kong
- self-perception
- in-service training
- art
- music