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Yu-Chu Yeh 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(4):513-526
Personal teaching efficacy is associated with a teacher’s effectiveness in the classroom. To enhance this efficacy in a computer‐simulated training program, both personal traits and guided practices need to be considered concurrently. In this study, it was hypothesised that the interactive effects from the coupling of personal traits with guided practices would be a reliable predictor of the degree of improvement in personal teaching efficacy during computer‐simulated training. One hundred and seventy‐eight preservice teachers completed an interactive teaching experience via the Computer Simulation for Teaching General Critical‐thinking Skills in which guided practices were integrated via specially designed teaching sequences and loops. The findings suggest that intrapersonal intelligence, critical‐thinking dispositions and a judicial thinking style are related to self‐awareness, analytical learning and reflective thinking and that in this study, these personal qualities seemingly interacted with guided practices, which resulted in reflective teaching and mastery experience. This, in turn, may very well have brought about improvement in the preservice teachers’ personal teaching efficacy during the computer‐simulated teaching. 相似文献
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Denis Hayes 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):67-80
Mentors responsible for student primary teachers on school placement were asked about the qualities they expected to see in their trainees. The key finding from an analysis of their responses was that although they were concerned with abilities relating to planning and teaching, the majority of responses were to do with student teachers’ personal attributes. Evidence from this small‐scale survey suggested that mentors believed that unless certain personal qualities and attitudes were present in student teachers, the process of teaching‐and‐learning was unlikely to be effective, however well planned and executed it was. The virtue of ‘being willing’ figured particularly strongly in mentors’ replies, raising difficult questions about the significance of relationships, character, and personality as determinants in teaching effectiveness. The implications for student teachers’ professional growth in demonstrating willingness through their positive response to mentors’ advice form a key element of the article. 相似文献
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文章选取＂全国对外汉语教学与汉语国际教育信息库（机构及师资）＂兼职教师部分的1306份有效问卷,从对语言技能课教学的胜任感、成功感和对影响教学效果提升的最大障碍的自我判断三个角度,共同描述对外汉语兼职教师的个人教学效能感现状,并探讨了性别、教龄、专业、职业身份、教育程度、普通话水平、海外学习经历和海外任教经历8个因素与个人教学效能感之间的关系。数据分析表明,对外汉语兼职教师个人教学效能感总体较高;教龄、职业身份、专业和海外任教经历4个特征对个人教学效能感的影响最为显著。 相似文献
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《Teaching and Teacher Education》2006,22(2):219-232
This paper presents the major findings of a longitudinal study of teachers’ professional identities in the early years of teaching. It analyzes key influences upon the ways in which new teachers’ identities are shaped and reshaped over time. Through their own perceptions, analyses of the school cultures in which they work and their pupils’ views it reveals how the interplay between contextual, cultural and biographical factors affects their teaching practices. Teachers’ personal and professional histories and pre-service training, alongside issues of school culture and leadership, emerge as stronger mediating influences (than previous literature suggests) in determining the kinds and relative stability and instability of professional identities which teachers develop in the early years of teaching and thus the kinds of teachers they become and their effectiveness. 相似文献
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《Journal of educational and psychological consultation》2013,23(4):301-316
From a pool of 102 elementary school teachers, 30 teachers scoring highest on a measure of personal teaching efficacy and 30 teachers scoring lowest on personal teaching efficacy were randomly assigned to view one of two videotapes of consultation. The two videotapes were identical, with the exception of the teacher's involvement in making decisions at each of three decision points in consultation: identifying the problem, selecting an assessment procedure, and selecting an intervention plan. After viewing the tape, teachers rated the consultant's effectiveness and the intervention's acceptability. Teachers with high personal teaching efficacy rated the consultant as more effective and the intervention as more acceptable. No main effect for level of involvement or hypothesized interaction effect was found. Implications for research and practice are discussed. 相似文献
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Student evaluation of teaching (SET) only becomes an effective tool for improving teaching and learning when the relevant stakeholders seriously consider and plan appropriate actions according to student feedback. It is common practice in medical education to provide clinical teachers with student feedback. However, there is limited evidence about how teachers in higher education, and medical education in particular, systematically apply student feedback to improve the quality of their teaching practice. The focus of this case study was to examine clinical teachers’ perceptions of and responses to SET with respect to its purposes and uses for enhancing their teaching. An explanatory sequential mixed methods approach was employed to collect both quantitative and qualitative data from the clinical coaches. These clinical coaches perceived the main purpose of student evaluation as quality assurance, and were moderately receptive to student feedback. Four key factors enabling or inhibiting their responses were revealed: institutional requirements, operational practices, personal biases and provision of support. Future research should further explore the interrelationships among the above factors as the core mechanism in influencing clinical teachers’ perceptions of and responses to student evaluation. 相似文献
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高等学校教师根据岗位职责的不同分为教学型、教学科研型、科研型三类,不同类型的高校教师胜任力指标应有所不同。高等学校教师教学胜任力指标包括专业知识、教学技巧、教学态度、人格特质、职业价值观五个方面;高等学校教师科研胜任力指标包括专业知识、研究能力、努力程度、个人目标四个方面。高校教师与学生对教师胜任力行为特征的理解差异较大。学生对教师教学能力的关注程度远高于对教师科研能力的关注程度,而教师更关注科研胜任力指标。 相似文献
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Bandura's theory of self-efficacy predicts that teachers with high, self-efficacy should persist longer, provide a greater
academic focus in child-centred classrooms and exhibit different types of feedback than teachers who have lower self-efficacy.
This paper reports on the science teaching self-efficacy in a group of teachers at a state primary school. The research was
conducted in two stages using firstly the Science Teaching Efficacy Beliefs Instrument (STEBI-A) to identify cases, and secondly,
a semistructured interview coupled with classroom observations. Thirty seven teaching staff were surveyed with the STEBI-A
instrument. The five highest and five lowest scoring teachers on the personal science teaching self-efficacy subscale of the
STEBI-A were interviewed. The analysis of interviews and observations indicated that teachers with high personal science teaching
self-efficacy have had a long interest in science and a relatively strong background of formal science studies with opportunities
for exploring out of school activities. Although they may have experienced negative science experiences in their own schooling
other ameliorating factors existed which maintained their interest. Their instructional strategies in science lessons were
more child-centred than those reported by teachers with lower personal science teaching self-efficacy. The implications of
the results for the inservice training of teachers are discussed. 相似文献
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《The Journal of educational research》2012,105(7):317-320
AbstractA sample of 184 teachers was studied in relation to their first-person point of view of teaching effectiveness. A self-anchoring scale was employed as a measuring instrument. Results indicated that (a) female teachers mentioned individualized instruction as one of the essential characteristics of most effective teaching more frequently than did male teachers; (b) teachers’ mean ratings of teaching effectiveness increased progressively and significantly for 2 years ago, present time, 2 years from now, and 5 years from now; (c) the beginning teachers rated their teaching effectiveness for the present time significantly lower than teachers with more experience; (d) male teachers rated their teaching effectiveness for the present time significantly higher than did female teachers. 相似文献
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郝琦蕾 《天津师范大学学报(基础教育版)》2008,9(1):21-24
通过对197名小学各科教师调查研究结果发现：小学教师的一般教学效能感随着职称的升高而下降,而个人教学效能感则随职称的升高而升高略有起伏;小学教师的一般教学效能感水平总体上是随着教龄的增长而下降的,个人教学效能感虽略有起伏,但总体上是上升的;不同学历水平下,教龄对小学教师教学效能感（包括一般教学效能感和个人教学效能感）的影响模式不同,并且大专学历组和本科学历组表现出相似的模式。。 相似文献
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Teaching is a highly personal endeavor shaped by ‘funds of knowledge’ and beliefs about teaching, learning, and students. This case study examines how one Asian immigrant teacher’s personal expectations and beliefs influenced his expectations of students and the teaching and instructional strategies he employed. His expectations of students’ behavior and their failure to conform to his expectations influenced him to utilize more traditional, didactic instructional practices and responses to classroom management dilemmas. It is generally assumed that immigrant and minority students will benefit from exposure to teachers from similar backgrounds, and that ethnically diverse teachers can better prepare minority students for the multicultural workplace and global economy. This study focuses on the role a teacher’s background and experiences play in development of their beliefs about teaching and learning, their expectations of students, and the instructional decisions they make regarding teaching and learning. This study suggests that teachers draw on their personal histories and cultural understandings to create classroom practices which are molded by microcosms of personal ‘funds of knowledge’ and beliefs about teaching and learning. In contrast to conventional wisdom and unquestioned myths, this study emphasizes the importance of knowing that teachers’ cultural backgrounds do not necessarily qualify them to provide the most appropriate instructional environment for students from similar cultural backgrounds. This study suggests that all teachers need to learn to recognize and negotiate the unique social elements culturally diverse students bring to the classroom. 相似文献
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新建本科高线青年教师普遍存在教学动力不足的现象,主要表现为教师精力投入不足、重科研轻教研,这与学校的政策导向与教师个人的修养密切相关。提升青年教师教学动力,一方面需要学校改革完善相关制度、提高教学服务水平,另一方面青年教师自己要增强责任意识和教学自信,提高教学能力。 相似文献
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The study investigated the effect of international student teaching experience on the professional and personal development of preservice teachers. Within the framework of their internship program, 26 graduate students in a private university in Turkey had a two-month internship in a mid western state in the United States, the main component of which was a six-week student teaching experience in high schools. Student teachers worked with mentors in pairs or triads in six high schools in different subject areas. They got involved in teaching practices, technology seminars, and diverse cultural activities during their internship. The student teachers and mentor teachers were surveyed through e-mail and three student teachers were interviewed to evaluate the outcomes of the program. The findings of the current research suggest that the international student teaching experience and the overall internship program with its cultural components contributed in a positive way to student teachers’ professional and personal development and helped student teachers increase their cultural awareness. The findings also suggest that the presence of international students in US schools and society in general helped American students and people have a better idea of other countries and cultures. 相似文献
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The current study examined how teachers’ perfectionism (personal standards [PS] and concern over mistakes [COM]) relates to their achievement goals for teaching, instructional practices (creation of mastery vs. performance classroom goal structures), job satisfaction, and flow experience during teaching. The data were collected from teachers (N = 143; mean age = 43.5; 70% female; 100% European American) practicing in the Midwestern U.S. Path analyses indicated that teachers’ high personal standards predicted endorsement of mastery goals for teaching, creation of mastery goal structure emphasizing personal progress and learning, high job satisfaction, and frequent flow experience during teaching. On the contrary, teachers’ high concern over mistakes predicted endorsement of performance-approach and -avoidance goals, creation of classroom performance goal structure emphasizing competition among students, low job satisfaction, and infrequent flow experience during teaching. A significant interaction between PS and COM was found for fluency (subscale of flow) experience, indicating that PS can buffer the harmful effects of COM. Therefore, the study evidenced the benefits of PS and the drawbacks of COM. 相似文献
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外语教师的综合素质探讨 总被引：1，自引：0，他引：1
外语教师的素质结构是外语教学活动中的一个重要的决定性因素，本从个人品质，语言修养，教学能力，跨化意识，知识结构，科研能力等方面探讨了高素质教师所应具备的品质。指出新时期，新世纪，提高外语教学质量的关键提高外语教师的综合素质。 相似文献
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Lyneffe Stockhausen 《Studies in Continuing Education》2013,35(1-2):18-28
This article outlines steps taken to introduce two new nurse academics to reflective practice to demonstrate staff development in clinical teaching. The personal exploration of practice by two beginning university teachers, Angela and Helen, draws on reflective practice to inform their interpretations of clinical teaching. Thepaper examines reflective practice and, in particular, strategies of journal writing, audio‐taped debriefing sessions, and the use of a ‘critical friend’ to support and inform reflection. The process indicates that personal and collaborative reflection provides an avenue to investigate and improve teaching and learning in clinical education. It also demonstrates an effective non‐judgmental process which facilitates quality in all types of educational experiences, and which can aid university review procedures. 相似文献
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王耀媛 《湖北广播电视大学学报》2012,32(5):42-43
＂思想道德修养与法律基础课＂是高校思想政治理论课的开篇课程,任课教师的个人魅力直接决定着教学效果。本文根据高校教师的特点,从＂思想道德修养与法律基础课＂的教学实际出发,简要介绍高校教师可以通过塑造自己的人格魅力和仪表魅力来提升个人魅力,从而增强学生对该学科的学习兴趣。 相似文献
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Teachers play an important role in the successful implementation of the current curriculum innovation and their personal practi cal knowledge is a decisive factor in their teaching and that teachers’ knowledge affects every aspect of the teaching act.This paper tries to explore teachers’ personal practical knowledge of a college English teacher and her reading class.It shows how to present her teaching contents,design teaching methods and activities in order to accomplish her teaching tasks and teaching goals.The study combines narrative analysis of the reading design with a process inquiry about teaching and learning.Hopefully,the findings would shed some light on teach ers’ professional development. 相似文献