Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior
IntroductionIn Luxembourg, competency-based practices (CBP), differentiated instruction (DI), and formative assessment (FA) have been imposed by the 2009 school law. Referring to the Theory of Planned Behavior (TPB), this study examined factors influencing the implementation of these practices in cl...
Main Authors: | Christophe Dierendonck, Débora Poncelet, Mélanie Tinnes-Vigne |
---|---|
Format: | Article |
Language: | English |
Published: |
Frontiers Media S.A.
2024-03-01
|
Series: | Frontiers in Psychology |
Subjects: | |
Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1269954/full |
Similar Items
-
Motivation des parents à s’engager dans l’accompagnement scolaire de leur enfant au préscolaire : l’influence des croyances émotionnelles
by: Débora Poncelet, et al. -
EFL TEACHERS SELF-REPORTED DIFFERENTIATED INSTRUCTIONAL PRACTICES AT KEFTEGNA 23 SECONDARY SCHOOL, ETHIOPIA
by: Yirmalem Girma Melka, et al.
Published: (2022-12-01) -
Some reflections from pre-service elementary teachers’ practice teaching on the area of understanding data in the math-teaching course
by: Özlem Doğan Temur, et al.
Published: (2015-07-01) -
THE CORRELATION OF TEACHING BEHAVIOR AND EDUCATIONAL COMPETENCE OF PUBLIC ELEMENTARY SCHOOL TEACHERS
by: Khent Ryan Seraspe
Published: (2022-05-01) -
Teachers’ Use of Technology: Examining the Domains of Laptop Competence
by: Priscilla Moses, et al.
Published: (2021-10-01)