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1.
《Teaching and Teacher Education》2001,17(2):213-226
Beliefs and practices related to mathematics were assessed for 21 fourth- through sixth-grade teachers. At the beginning and the end of the school year teachers’ beliefs about (1) the nature of mathematics (i.e., procedures to solve problems versus a tool for thought), (2) mathematics learning (i.e., focusing on getting correct solutions versus understanding mathematical concepts), (3) who should control students’ mathematical activity, (4) the nature of mathematical ability (i.e., fixed versus malleable), and (5) the value of extrinsic rewards for getting students to engage in mathematics activities were assessed. (6) Teachers self-confidence and enjoyment of mathematics and mathematics teaching were also assessed. Analyses were conducted to assess the coherence among these beliefs and associations between teachers’ beliefs and their observed classroom practices and self-reported evaluation criteria. Findings showed substantial coherence among teachers’ beliefs and consistent associations between their beliefs and their practices. Teachers’ self-confidence as mathematics teachers was also significantly associated with their students’ self-confidence as mathematical learners. 相似文献
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After rating their own literacy-related knowledge in three areas (knowledge about reading/reading development, phonemic awareness/phonics,
and morpheme awareness/structural analysis), graduate teacher-education students completed five tasks intended to measure
their actual disciplinary knowledge in these areas. Teachers with high levels of prior background (i.e., course preparation
and experience) rated themselves as significantly more knowledgeable than did low-background teachers in all areas; high-background
participants also significantly outperformed low-background participants on all tasks. However, even high-background teachers
scored well below ceiling on the tasks. Regression analyses indicated that teachers’ self-perceptions and knowledge were positively
influenced by both level of preparation and teaching experience, although the influences on teachers’ knowledge differed by
task. Teachers had some accurate perceptions of their own knowledge, especially in the area of phonics. Results suggest that
differentiating levels of preparation may be useful in studying teacher knowledge, and also support the notion of a substantial
gap between research on reading and teacher preparation in reading. 相似文献
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Isabel Escudero Victoria Sánchez 《International Journal of Science and Mathematics Education》2008,6(1):87-106
In this paper we try to characterize the pedagogical approaches that mathematics teachers are developing to meet the challenges
posed by education reforms. A key aspect is the identification of the perspectives that underlie those pedagogical approaches,
using the term perspective to include a broad pedagogical structure composed of multiple conceptions that are related to some
aspects of a teacher’s practice. Through the study of the practice of a secondary mathematics teacher, we try to explore how
his/her pedagogical approaches on mathematics, mathematics learning, and mathematics teaching are related to the relational
architecture that is established in the classroom during the development of an instructional unit of similarity at a secondary
school level, and we examine if that relationship can be explained in terms of the underlying perspective. The results of
the study have shown the characteristics of that relationship, and the important role that the teacher’s knowledge of the
students’ difficulties plays both in making decisions and in developing the teachers’ actions. 相似文献
5.
Joanna Ulatowska 《教育心理学》2017,37(3):251-260
This study aimed to test beliefs about cues to deception and the ability to detect lies in a group of teachers with different teaching experience. Their results were compared with the results of non-teachers matched in age and with the results of educational studies and psychology students. Both the beliefs of deception indicators and overall truthfulness assessment did not differ between groups. Teaching experience had no effect on any of the skills tested. In accordance with expectations, the truth bias appeared in both the control group and in the group of teachers. 相似文献
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Anne Marit Valle 《欧洲师范教育杂志》2017,40(2):246-256
In the study that forms the basis of this article, I have shed light on various aspects of how the intuitive actions of the teacher appear in the classroom, and also drawn attention to the tacit aspect of this kind of actions. Furthermore, I have discussed how these can be seen as a significant part of the teacher’s intuitive action competency. The investigation also discusses how teachers’ education can facilitate the development of this competency. The study argues that what is crucial to how the teacher handles unexpected situations is that he, based on his experience, manages to face new situations with enough creativity to break free from established patterns across situations, and act in an appropriate manner according to the emerging situation. Data are collected by using video recordings, applying videography as a methodological approach. Four teachers have been videotaped in the classroom, in total 45–50 h. 相似文献
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Margaret Troyer 《课程研究杂志》2019,51(2):202-228
This study examines teacher implementation of an adolescent literacy curriculum designed as an intervention for students reading two years below grade level. Specifically, this work focuses on the adaptations made by four experienced teachers in a single school that sustained implementation of this curriculum after the intervention trial had ended. Data were collected through observation and interview. An accounts of teaching practice methodology was used to define each teacher’s orientation towards the curriculum, and then to determine whether this orientation demonstrated assimilation or accommodation to intervention principles. I found that the vast majority of time spent implementing the curriculum included adaptations, and that each teacher’s adaptations were different, and reflected her pre-existing orientation towards literacy teaching. Although one teacher demonstrated assimilation and accommodation to intervention principles, the other three primarily demonstrated assimilation. These findings suggest the importance of understanding teachers’ orientations towards curriculum in order to provide more tailored professional development which may help teachers accommodate to the most critical pedagogical features of a curriculum. This may be especially significant in considering sustained implementation, after research-related supports have been withdrawn. 相似文献
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Judith Hollenweger 《Prospects》2011,41(3):445-457
Over the last decade, the pressure has increased for teachers to facilitate the best possible learning for all children. States
collect much information to ensure that schools are accountable to all students. But is this information helping to improve
provision for a diverse student population in inclusive settings? It is well established that teachers’ attitudes and beliefs
influence students’ learning. Research evidence also shows that teachers seem to face particular difficulties in trying to
understand students who have a disability or are performing poorly. Teacher education could contribute more substantially
towards helping teachers to adequately understand those student characteristics most relevant to learning. This article presents
a model to help understand the complex competency required to assess students adequately. It is suggested that introducing
teachers to a functional language for describing disability could help teachers to focus on enabling learning and development
rather than labelling. 相似文献
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Susanne Schwab 《教育心理学》2019,39(1):4-18
This study aims to show the importance of explicitly identifying student-specific teachers’ self-efficacy. Data from 43 regular teachers who rated their self-efficacy towards 611 fourth-grade students from inclusive classes in Austria were analyzed. In addition, 15 regular teachers and 15 special needs teachers rated their student-specific self-efficacy levels of 136 students. Teachers’ sense of self-efficacy towards individual students was assessed using a short, adapted version of Tschannen-Moran and Woolfolk Hoy’s Teachers’ Sense of Efficacy Scale. Results of multilevel-regression analysis showed that the higher the teachers’ general self-efficacy the higher was their student-specific self-efficacy. In addition, teachers’ student-specific self-efficacy was lower for students whose special needs regarded learning or behavioural and emotional disorders. The outcomes of the study imply that measuring teachers’ self-efficacy specifically for individual students compared to a teachers’ general self-efficacy towards inclusion is an important addition to previous research. 相似文献
10.
This study focuses on teachers’ general and diversity-related burnout in relation to teachers’ attitudes toward multiculturalism. Results are based on the responses of 120 teachers working at five different urban, ethnically diverse junior vocational high schools in the Netherlands. Analyses indicated that teachers with assimilative attitudes exhibited higher levels of general and diversity-related burnout, whereas there was no relationship between pluralistic attitudes and burnout. In addition, there were no relationships between teacher background variables and attitude and burnout, besides the finding that native teachers experienced less general burnout, and had less pluralistic attitudes, than nonnative teachers. 相似文献
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We examined novice teachers’ beliefs about grading and constructivist teaching approaches. Adapting an existing instrument designed to assess preservice teachers’ grading beliefs that deviate from recommended practices, we administered the Survey of Grading Beliefs to 203 inservice teachers. Exploratory factor analysis resulted in a 3-factor model with a structure similar to that found in prior research; differences between the 2 samples were noted. Teachers who endorsed grading beliefs characterized as “academic enabling” tended to endorse constructivist teaching approaches. To better understand the underlying reasoning of the academic enabling factor, we conducted qualitative research with 6 additional teachers. Results revealed that teachers’ reasons for grading judgments were strategic, analytical, and thoughtful, not haphazard. This study provides empirical evidence about the nature of novice teachers’ beliefs about grading, how they relate to constructivist teaching beliefs, and how they may compare to the beliefs of preservice teachers. 相似文献
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The National Science Education Standards emphasize teaching unifying concepts and processes such as basic functions of living organisms, the living environment, and scale (NRC 2011). Scale includes understanding that different characteristics, properties, or relationships within a system might change as its dimensions are increased or decreased (NRC 2011). One such relationship involves surface area to volume which is a pervasive concept that can be found throughout different sciences. This concept is important for students to not only understand the association of the two, but to also be able to apply this relationship in science contexts. The purpose of this study is to investigate the factors that influence the understanding surface area to volume relationships. This study examined middle school students’, high school students’, and science teachers’ logical thinking skills (including proportional reasoning), visual-spatial skills, and understandings of surface area to volume relationships. Regression results indicated that participants’ reasoning abilities and components of visual-spatial skills could be possible predictors for one’s ability to understand surface area to volume relationships. Implications for teaching scale concepts such as surface area to volume relationships in the science classroom are discussed. 相似文献
13.
《The Journal of educational research》2012,105(2):123-131
ABSTRACT The authors conducted a third-party study of the student achievement effects of Struggling Schools, a user-generated approach to Comprehensive School Reform (CSR). The design was a quasiexperimental, pre–post matched sample (N = 180) with school as unit of analysis, drawing on 3 years of achievement data from standardized external assessments. Struggling Schools had a statistically significant positive effect on Grade 3 reading achievement (effect size = .48 in 2005–2006 and .60 in 2006–2007). There were enduring achievement effects 2 years after exit from the program. The outcomes indicate that CSR approaches based on capacity building, partnerships with an external agency, and accountability enhance student learning. 相似文献
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Fuertes-Prieto Miguel Ángel Andrés-Sánchez Santiago Corrochano-Fernández Diego Urones-Jambrina Carmen Delgado-Martín Mª Laura Herrero-Teijón Pablo Ruiz Camilo 《Science & Education》2020,29(5):1235-1254
Science & Education - In order to increase scientific competence within the general population, it is important that teachers and educators have a realistic image of science and scientists,... 相似文献
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As supervisors of preschool teachers, childcare center directors are well‐situated to mentor their staff to pursue higher education. Telephone interviews with 78 directors examined their role as mentors in encouraging preschool teachers to take college classes. Educational mentoring was shown to be distinct from career mentoring. Logistic regressions showed that the director’s educational mentoring of teachers and teachers’ aides was associated with greater college attendance, whereas career mentoring was related to less attendance. Furthermore, the director’s confidence staff members’ ability to complete an Associate’s degree promoted college enrollment. Finally, some directors appeared to be transformational leaders who created an education‐friendly climate for their entire staffs. These findings suggest that the workplace is an under‐researched, critical context for work‐to‐school mentoring. 相似文献
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Ravit Golan Duncan Vicky Pilitsis Melissa Piegaro 《Journal of Science Teacher Education》2010,21(1):81-102
Current standards emphasize student engagement with inquiry practices. However, implementing inquiry instruction is a formidable
challenge for teachers as they often lack models for using and adapting inquiry-based instructional materials. Teacher education
programs can provide scaffolded contexts for developing teachers’ ability to critique, adapt, and design inquiry-based materials.
We describe a qualitative study of 17 preservice teachers enrolled in two consecutive science methods courses. The study characterizes
the development of preservice teachers’ ability to critique and revise instructional materials. Our findings suggest that
teachers improved in their ability to critique lesson plans and to suggest revisions that would make them more inquiry oriented.
In particular, the teachers’ critiques and revisions increased in sophistication after engaging in instructional design activities
during the second methods course. 相似文献
18.
Evelien Ketelaar Maaike Koopman Perry J. Den Brok Douwe Beijaard Henny P. A. Boshuizen 《Teachers and Teaching》2013,19(3):314-337
The aim of this study was to gain understanding of how teachers familiarise themselves with a new pedagogy during their everyday practice, in this case the implementation of the coaching role in vocational education. For this purpose, 11 teachers reported their learning experiences in a digital log. An identity perspective was used as a lens to reflect and interpret these learning experiences. More specifically, it was looked at the extent to which teachers expressed ownership in their learning experiences with this new pedagogy, the ways they made sense of their learning experiences, and the extent to which they expressed agency in their learning experiences. On the basis of their initial positioning in terms of their ownership, sense-making and agency, these teachers were divided into an engaged and a reserved group. Differences were found in the learning experiences both between and within these groups. The digital logs of the engaged teachers showed more ownership than those of the reserved group and their sense-making was more active and explicit. Agency was present in the digital logs of both groups. Within the two groups, differences were found, particularly between teachers in the reserved group. 相似文献
19.
This study analyses how teachers on a language introduction programme describe themselves as teachers, and how they position themselves in relation to newly arrived students and their schooling. We conducted a thematic analysis of interviews and observations with the teachers, using positioning theory. Our findings show that the teachers take four positions: compassionate helper, distancing oneself, reluctant gatekeeper and fostering for Swedishness. Teachers’ work is a balancing act between different dilemmas, positions and decisions, all of which have a significant impact on newly arrived students’ lives. 相似文献
20.
The present study investigates teachers’ perceptions of curriculum change targeting the expanded freedom teachers were given as curriculum developers in the implementation process of the 2006 school reform in Norway. The new curriculum marks a distinct shift, moving from a content-driven to a learning outcomes-driven curriculum. Policy makers expressed confidence in teachers’ professional autonomy: local curricula had to be designed in all subjects to meet the learning outcomes defined in the curriculum. This qualitative study uses focus group interviews and addresses teachers in primary and lower secondary school. Teachers do not see their expanded freedom as real freedom; their world is deeply contextualized and they see a gap between their experienced world and the intended world of the curriculum. What was communicated as extended freedom by policy makers is perceived as extended demands. In this initial phase the teachers place themselves in the position of respondents rather than being progressive change agents themselves. 相似文献