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1.
Teachers' beliefs about their self-efficacy for integrating technology, their outcome expectations for integrating technology, and their interest in using technology to support student learning influence their intentions for incorporating technology into their instructional practices. To date, instruments developed to examine the relationships among these factors have focused primarily on measuring self-efficacy. The Intrapersonal Technology Integration scale was developed to expand our understanding of intrapersonal cognitive variables that affect teachers' predispositions toward integrating technology into their teaching.  相似文献   

2.
The Technology Acceptance Model (TAM) is a key model describing teachers' intentions to use technology. This meta-analysis clarifies some of the contradictory findings surrounding the relations within the TAM for a sample of 45 studies comprising 300 correlations. We evaluate the overall fit of the TAM and its structural parameters, and quantify the between-sample variation through meta-analytic structural equation modeling. The TAM fitted the data well, and all structural parameters were statistically significant. On average, the TAM variables explained 39.2% of the variance in teachers' intentions to use technology. Several sample, measurement, and publication characteristics, including teachers’ experience and the representation of the TAM variables, moderated the relations within the TAM. Overall, the TAM represents a valid model explaining technology acceptance—however, the degree of explanation and the relative importance of predictors vary across samples. Implications for further research, in particular the generalizability of the TAM, are discussed.  相似文献   

3.
The purpose of this study was to determine whether third-grade teachers' instructional actions during reading comprehension lessons contributed to their students' reading comprehension achievement. Our framework focused on teachers' emphasis on three dimensions of instruction (pedagogical structure, teacher-directed instruction, and support for student learning), as observed in comprehension lessons across a year. Third-grade teachers' instruction was analyzed first by measuring their latent propensity to engage in instructional actions in the three dimensions and then by using these latent variables in a multilevel model to examine their students' gains in reading comprehension. Results provided support for the theoretical dimensions, taking into account contextual variables including lesson, student, and teacher characteristics; teachers' engagement in teacher-directed instruction and their support for student learning significantly contributed to their students' reading comprehension. Results suggest that analysis of teachers' instructional actions within and across lessons is a promising approach for the study of effective reading instruction.  相似文献   

4.
In recent years, interactive white boards (IWBs) have been introduced into many primary classrooms in England. This enquiry examines the ways in which they are being used in the context of literacy teaching, in six primary classrooms in the south‐west. Drawing on the perspectives of teachers and pupils, this report reflects on the impact of IWB use on the teaching and learning of literacy. It concludes that, while IWB use appears to have some general effects, such as supporting a more cross‐curricular approach to literacy and raising the level of student engagement, their use is not identical in all classrooms. In the classrooms studied, IWBs are used in various ways, according to teachers' technical expertise and experience. To help more teachers towards effective use of the IWB, it is suggested that, rather than the ‘top‐down’ commercial or professional models of transmission training, teachers need a ‘bottom‐up’ approach, that is more practitioner focused.  相似文献   

5.
The study set out to investigate the impact of interactive whiteboards (IWBs) on teacher—pupil interaction at Key Stage 2 in the teaching of literacy and numeracy. As part of the National Literacy and Numeracy Strategies, IWBs have been made widely available as a pedagogic tool for promoting interactive whole class teaching. In order to investigate their impact, the project looked specifically at the interactive styles used by a national sample of primary teachers. A total of 184 lessons were observed over a two‐year period. Using a computerised observation schedule, teachers were observed in literacy and numeracy lessons, with and without an IWB. The findings suggest that IWBs appear to be having some impact on the discourse moves used in whole class teaching, but this impact is not as extensive as that claimed by the advocates of IWBs. Lessons which used IWBs had a faster pace and less time was spent on group work. The implications of the findings for classroom pedagogy, teachers' professional development and future research priorities are considered.  相似文献   

6.
Abstract

The purpose of this study was to evaluate the effect of participation in a 3-day outdoor environmental education program on preservice teachers' attitudes toward self-efficacy—which is a teacher's belief that he or she can teach environmental education (EE) effectively—and on outcome expectancy—which is a teacher's estimation of his or her influence on student learning. Participants were a convenience sample of 72 preservice elementary teachers taking a science methodology course at a state university. Participants were divided into 2 groups for this modified pretest/2-posttest/control group study. The instrument for all 3 tests was Sia's (1992) Environmental Education Efficacy Belief Instrument. The authors used parametric t tests to compare group means. The results suggested that the preservice teachers' self-efficacy was high before the program and remained unchanged by their teaching experiences but dropped significantly approximately 7 weeks after teaching. The lack of change in self-efficacy from the teaching experience was attributed to the structured nature and success of the teaching experience, but the negative effect of time on self-efficacy was believed to have resulted from the preservice teachers reevaluation of their ability to teach as they learned more about teaching methodologies. In addition, there was no significant change in outcome expectancy as a result of participation in the program or over time (7 weeks).  相似文献   

7.
This self-study investigated student teachers' perceptions of teacher educators modeling practices within a large lecture class in an initial teacher education program. It also studied factors that affected student teachers' developing ideas and practice. Phase 1 collected data from student teachers through focus group interviews and course and teaching evaluations, as well as data from lecturers. Phase 2 collected further qualitative data from teacher educators to inform questions arising from Phase 1 findings. While student teachers' perceptions of critically reflective processes and teaching models modeled by lecturers were varied, they affirmed the positive value of lecturer modeling. Data highlighted gaps between lecturers' intentions and the student teachers' perceptions. Data confirm that effective modeling is difficult to achieve, particularly in large lectures. Student teachers were challenged by the demands of engaging critically with new content while also being attentive to modeling. Recommendations include explicitly unpacking our teaching practices, using training strategies to support student teachers in developing the ability to reflect critically, and increasing opportunities for student teachers to practice various teaching models and strategies.  相似文献   

8.
The adoption of interactive whiteboards (IWB) in many schools outpaced the delivery of adequate professional development on their use. Many teachers receive IWBs without adequate training on methods to use the technology to improve their instruction. Consequently, IWBs remain an underutilized resource in many classrooms. Teachers who are given IWBs require purposeful, scaffolded, and sustained professional development to maximize the IWB's potential. This article identifies three promising professional development practices for teaching educators how to use IWBs effectively. The literature describing effective technology professional development suggests it should (1) build efficacy by scaffolding the instruction of new tasks, (2) establish long-term collaborative partnerships among teachers, and (3) include positive supervision that encourages teacher self-reflection and measures student engagement with digital media using the IWB. Professional-development designers can increase the effectiveness of their instruction by incorporating these principles into their training.  相似文献   

9.
Previous research has suggested that teachers' attitudes are crucial to the success of inclusion programs for children with special needs. In the present study, the impact of special needs category (intellectual disabilities versus emotional and behavioural problems) and student teachers' training (being trained to work with either younger or older children) on their attitudes towards inclusion were explored. Ninety three student teachers completed a new measure of attitudes towards inclusion: the Impact of Inclusion Questionnaire (IIQ). Results showed that student teachers were more negative about the impact of children with emotional and behavioural problems on other children, teachers, and the school environment than they were about children with intellectual disabilities. There was little support for the effects of training background or student teachers' previous experience of special needs on their attitudes. Implications for inclusion programs and future research are briefly discussed.  相似文献   

10.
The aim of the current study is to explore whether the ecological footprint is an appropriate tool for encouraging ecological behaviors in students. In the quasi-experimental research that we conducted, four classes from one of the public high schools in the city of Haifa (N?=?130) participated in an environmental education (EE) program (intervention program) based on the theoretical and practical aspects of the ecological footprint and the action competence approach in EE. Two classes (N?=?70) constituted a control group. Ecological worldview (EW), perceived behavioral control (PBC), behavioral intentions (BI), personal norms (PN), pro-environmental behavior (PEB), and self-reported behaviors were measured by means of questionnaires completed by the students in their classes before and after the intervention program. The results show statistically significant differences between the experimental and the control groups in the variables PBC, PN, and BI. However, no statistically significant differences were revealed in EW and PEB. The results indicate that incorporating the ecological footprint as an educational tool in high school might yield some predictors of PEB.  相似文献   

11.
According to the Pygmalion effect, teachers' expectancies affect students' academic progress. Many empirical studies have supported the predictions of the Pygmalion effect, but the effect sizes have tended to be small to moderate. Furthermore, almost all existing studies have examined teacher expectancy effects on students' achievement at the student level only (does a specific student improve?) rather than at the classroom level (do classes improve when teachers have generally high expectations of their students?). The present study scrutinized the Pygmalion effect in a longitudinal study by using a large sample in regular classrooms and by differentiating between two achievement outcomes (grades and an achievement test) and two levels of analyses (the individual and classroom levels). Furthermore, students' self-concept was studied as a possible mediator of the teacher expectancy effect on achievement. Data come from a study with 73 teachers and their 1289 fifth-grade students. Multilevel regression analyses yielded three main results. First, Pygmalion effects were found at the individual level for both achievement outcomes. Second, multilevel mediation analyses showed that teacher expectancy effects were partly mediated by students' self-concept. Third, teachers' average expectancy effects at the class level were found to be nonsignificant when students' prior achievement was controlled.  相似文献   

12.
Districts across the country are currently adopting models of professional learning communities (PLCs) as a means for improving teachers' instructional practice and student achievement. This evaluation research case study shares the 3-year history, development, and challenges of a district-wide implementation of Critical Friends Groups (CFGs), a particular format for PLCs. Using Argyris and Schön's (1974) theories of action framework, the authors identify teachers' espoused theories about a contextually situated CFG initiative and examine teachers' conceptualizations about the ways in which their work influences the progression and effectiveness of this professional development model. Findings from this study suggest that the degree to which the CFG implementation model is integrated with other school improvement initiatives, specifically those that address teachers' professional development, dramatically influences how key stakeholders conceptualize and draw the necessary connections to their roles in improving instructional practice and addressing student achievement and learning.  相似文献   

13.
This study compared mean scores on expectancy, affective, and behavioral variables of teachers assigned to read protocols of students requesting help because they “didn't understand the material presented in class.” Protocols were arranged along the controllability dimensions so that the reasons for requesting help ranged from an uncontrollable factor (low ability) through a short-term uncontrollable factor (illness) to a controllable factor (low effort). Each protocol began: “A student asks for additional help and explanation of the material that you presented in class explaining that he/she did not understand the material.” The protocol then gave a reason for the student's need for additional explanation of the material. Multivariate analysis of variance indicated a significant difference in teachers' responses to the three protocols. Discriminant analysis produced two significant discriminant functions. Behavioral variables (willingness to praise the student and willingness to help the student) defined the functions.  相似文献   

14.
There are good theoretical grounds for seeing emotional intelligence (EI) as important in the teachers' skill set. Yet there is a lack of data on whether student teachers' levels of EI are associated with their teaching performance. This question was addressed, with gender and prior academic attainment also being explored as possible contributors to teaching performance. No association between the three independent variables and teaching performance was found. This raises serious questions for our understanding of emotions and teaching.  相似文献   

15.
The present study ascertains the relationship between socioeconomic status (SES) and students' science self-efficacy using data involving 509,182 15-year-old students and 17,678 school principals in 69 countries/regions who participated in the Programme for International Student Assessment (PISA) 2015. Hierarchical linear modelling results show that, after controlling for science teachers' instructional practices (science class disciplinary climate, inquiry-based instruction, teachers' support, direct instruction, provision of feedback, instructional adaptation), school science resources and various student variables (gender, grade levels, type of school programme), SES was related to students' science self-efficacy in the majority of countries/regions (62–68 countries/regions, depending on the SES indicators used). Specifically, SES was related to students' science self-efficacy in a larger number of countries/regions when it was measured using home cultural resources, home educational resources or a composite indicator (economic, social and cultural status) than when it was measured using parental education levels or occupational status. In contrast, students' science self-efficacy was unrelated to the science teachers' instructional practices examined (except inquiry-based instruction) in most of the countries/regions. These results expand our understanding of students' science self-efficacy, as a type of learning motivation, from being a largely psychological attribute to one that is also influenced by social origins such as family SES. They imply that SES may have a larger influence on student achievement than we may have assumed if we include the indirect influence of SES on student achievement via students' self-efficacy.  相似文献   

16.
The purpose of this study was to investigate (a) what effect the use of interactive computer‐based simulations (ICBSs), the use of laboratory inquiry‐based experiments (LIBEs), and the use of combinations of an ICBS and a LIBE, in a conceptually oriented physics course, have on science teachers' beliefs about and attitudes toward the use of these learning and teaching tools, as well as the effect on their intentions to incorporate these tools in their own future teaching practices, (b) science teachers' attitudes toward physics and the effect that the use of ICBSs and/or LIBEs have on teachers' attitudes toward physics, and (c) whether teachers' beliefs have an effect on their attitudes and whether their attitudes have an effect on their intentions. A pre–post comparison study and the Theory of Reasoned Action (TRA) were used for this purpose. Results confirmed the TRA model that beliefs affect attitudes and these attitudes then affect intentions, and showed that science teachers' attitudes toward physics, the use of an ICBS, the use of a LIBE, and the use of a combination of an ICBS and an LIBE were highly positive at the end of the study. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 792–823, 2003  相似文献   

17.
The areas of education inclusion and digital inclusion have recently received growing interest from the research community while addressing the wider concern of social inclusion, but little research has been carried out exploring the relationship between the two areas. Central to both areas, this paper presents a study that investigated student teachers' attitudes towards using Information and Communication Technology (ICT) for equality as part of inclusive education and practice, and explored the extent to which it is important that student teachers are prepared for both education and digital inclusion. The study focused on the attitudes of student teachers who had taken a new reformed course on inclusive education and practice within a Scottish University. Results from the study showed that student teachers' attitudes towards using ICT for teaching and learning were strongly positive, and were also strongly positive towards inclusive education. Their attitudes towards inclusive practice and using ICT for inclusive practice were slightly less positive. This seemed to result in ICT being used less in terms of inclusive education and more from the perspective of accessibility to the curriculum. The study provided evidence that the impact of ICT as part of inclusive practice is not well understood by student teachers and that student teachers' attitudes towards digital equality do not feature highly in inclusive practices. Consequently, greater attention to ways in which ICT is used for inclusive purposes is needed in Initial Teacher Education and in education policies in order to improve student teachers' preparedness for education inclusion.  相似文献   

18.
The attempt to understand the relationship between messages intended and messages received has been an enduring issue in teacher education. For the past three decades researchers have made forays into understanding this enduring issue, and in the process have drawn on various explanatory frameworks, one of them being socialisation. In this paper we work with Giddens' structuration theory as well as his concept of knowledgeability as analytical frameworks for understanding the relationship between messages intended (by the teacher educator) and messages received (by the student‐teachers). Our discussion is informed by the findings of a study that investigated student‐teachers' interpretations of the pedagogical process of a physical education teacher education course. Data generated from conversations with, and observations of, the student‐teachers indicated that there was considerable “slippage” between the teacher educator's critical pedagogy inspired intentions and what was understood by the student‐teachers.  相似文献   

19.
This study examines teacher receptivity to the curriculum change embodied in the new environmental education guidelines in Hong Kong. A questionnaire survey, based on a 'receptivity to change' instrument, was distributed and case studies conducted. The analyses revealed that such variables as the perceived non-monetary cost-benefit of implementing the guidelines, perceived practicality, perceived school and other support, and issues of concern were predictors for teachers' behavioural intentions towards promoting environmental education. The qualitative part of the research also found that, in addition to the factor of perceived non-monetary costbenefit, the dominance of organizational factors may work to shape teachers' receptivity to environmental education.  相似文献   

20.
Abstract

In this study, we examined a group of four teachers who completed extra educational technology coursework and field experiences during their teacher education programs to determine how their technology integration knowledge, self-efficacy beliefs, intentions, and practices evolved over time. We conducted interviews and evaluated data sources at three intervals: (1) after teacher education coursework was completed, (2) after student teaching was completed, and (3) after two initial years of teaching. Results showed that school resources and environment had a strong impact on beginning teachers' practices, regardless of strong internal enabling factors.  相似文献   

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