REFLECTING ON THE IMPACTS OF STRENGTHS- BASED TEACHING ON STUDENTS’ SELF-EFFICACY IN HIGHER EDUCATION CLASSROOMS
In this manuscript, two professors sought to reflect on personal discoveries from their recent research collaboration examining the relationship between strengths-based teaching and students’ self-efficacy. The findings of their study indicated that educators in higher education institutions who emp...
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| Published in: | Journal of scholarly engagement Vol. 7; no. 1; pp. 40 - 49 |
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| Main Authors: | , |
| Format: | Journal Article |
| Language: | English |
| Published: |
Grand Canyon University
30-06-2024
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| Online Access: | Get full text |
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| Summary: | In this manuscript, two professors sought to reflect on personal discoveries from their recent research collaboration examining the relationship between strengths-based teaching and students’ self-efficacy. The findings of their study indicated that educators in higher education institutions who employ a strengths-based teaching approach that focuses on students’ capabilities, opportunities, and possibilities while creating a growth mindset, resiliency, and agency can improve students’ self-efficacy. As educators, we regularly engage in reflective practice to enhance and improve our teaching strategies. Through reflection, we were able to examine the revelations from our research and explore how we could effectively implement these practices in our teaching to highlight our students’ strengths and help them build a foundation for lifelong learning and improved self-efficacy. Keywords: strengths-based teaching, self-efficacy, higher education, research collaboration, reflective practice |
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| ISSN: | 2690-7283 2690-7291 |
| DOI: | 10.9743/JSE.2024.7.1.4 |