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1.
This study focuses on exploring teacher learning in terms of teachers’ professional agency embedded in the classroom. Teachers’ sense of professional agency is related to perceiving instruction as a bidirectional process, use of students as a resource for professional learning and continuous reflection on teaching practices. Accordingly, the capacity to cross the boundaries in teacher learning contributes active professional agency and, consequently to work-related well-being. Hence, the interrelations between teachers’ sense of professional agency and the burnout they experienced were also analysed. Altogether 2310 Finnish comprehensive school teachers, including primary, subject and special education teachers, completed the study survey. The results indicated that active professional agency, promoting both learning and well-being, requires not just reflecting and adapting but also efforts to learn at work. Moreover this requires not just self-directed and active professional practice but also learning at the boundaries and creating new professional knowledge together with students and colleagues. 相似文献
2.
Based on a review of recent studies and reports, this research investigates attrition among beginning teachers in the Netherlands as well as reasons for teacher attrition, and compares the finding with studies on this topic conducted elsewhere in the world. The findings suggest that attrition among beginning teachers in the Netherlands with a percentage close to 15% is somewhat lower than in countries such as the United Kingdom, United States, and Australia. Yet, causes for attrition are comparable to those reported elsewhere. Interestingly, attrition seemed lower for teachers with a teaching degree, suggesting that teacher education may play a vital role in reducing attrition. In addition, it seems that high-quality coaching and supervision, reducing workload, and organizing a social network for beginning teachers may be important factors in reducing attrition. Finally, there is a need for better registration and monitoring of teacher attrition and for more comprehensive research on this topic. 相似文献
3.
Meral Aksu Cennet Engin Demir Aysegul Daloglu Soner Yildirim Ercan Kiraz 《International Journal of Educational Development》2010,30(1):91-101
This exploratory study examines the background characteristics, socio-cultural values and pedagogical beliefs that entering student teachers bring with them into the faculties of education and explores their possible implications for teacher education in the Turkish context. The study comprised 18,226 first-year student teachers from 51 faculties of education who participated in the study by responding to a three-section questionnaire developed by the research team. Their responses indicate that students entering education faculties typically come from families of lower-middle socio-economic status living in urban areas, tend to possess more traditional than secular-rational values and have not yet formed clear pedagogical beliefs. 相似文献
4.
Eddie W.L. Cheng 《教育心理学》2016,36(3):444-460
Professional training and development is a major component of updating teachers’ pedagogical knowledge and skills. However, transferring such knowledge and skill may not always be successful. Based on the theory of planned behaviour (TPB), the present study has developed a model specifying the factors affecting transfer maintenance intention and behaviour. This model was tested with the partial least square approach to structural equation modelling. The results indicate that the TPB-oriented model is able to explain in-service teachers’ intention to maintain what they have learned from training in their jobs and their subsequent transfer maintenance behaviour. Moreover, the β coefficients indicate that attitude towards the behaviour was the major predictor of transfer maintenance intention, which was in turn the major predictor of transfer maintenance behaviour. Finally, research implications and practical implications have been provided in this study. 相似文献
5.
Timothy G. Ford 《Educational Assessment, Evaluation and Accountability》2018,30(3):251-283
Spurred by Race to the Top, efforts to improve teacher evaluation systems have provided states with an opportunity to get teacher evaluation right. Despite the fact that a core reform area of Race to the Top was the use of teacher evaluation to provide on-going and meaningful feedback for instructional decision making, we still know relatively little about how states’ responses in this area have led to changes in teachers’ use of these sources of data for instructional improvement. Self-determination theory (SDT) and the concept of functional significance was utilized as a lens for understanding and explaining patterns of use (or non-use) of Compass-generated evaluation data by teachers over a period of 3 years in a diverse sample of Louisiana elementary schools. The analysis revealed that the majority of teachers exhibited either controlled or amotivated functional orientations to Compass-generated information, and this resulted in low or superficial use for improvement. Perceptions of the validity/utility of teacher evaluation data were critical determinants of use and were multifaceted: In some cases, teachers had concerns about how state and district assessments would harm vulnerable students, while some questioned the credibility and/or fairness of the feedback. These perceptions were compounded by (a) the lack of experience of evaluators in evaluating teachers with more specialized roles in the school, such as special education teachers; (b) a lack of support in terms of training on Compass and its processes; and (c) lack of teacher autonomy in selecting appropriate assessments and targets for Student Learning Target growth. 相似文献
6.
Thomas R. Guskey Laura J. Link 《Assessment in Education: Principles, Policy & Practice》2019,26(3):303-320
The purpose of this study was to investigate the specific factors teachers consider when assigning students’ report card grades. Data were gathered from 943 K-12 teachers from five school districts in a southeastern state in the United States who completed the Teachers’ Grading Practices Survey. Analyses focused on how teachers weigh different factors in determining report card grades, and if these factors and weights differ among teachers who teach at different grade levels and have different amounts of classroom experience. Results revealed statistically significant differences among teachers at different grade levels but no differences associated with teachers’ years of experience and no interaction effect. Differences by grade level were evident in teachers’ consideration of both cognitive and non-cognitive factors of students’ performance. Implications are discussed for improving grading policies and practices, teacher education and teacher professional development. 相似文献
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Previous research has examined the use of classroom fear and efficacy appeals from a student perspective, but little is known about teachers’ views towards fear and efficacy appeals. In this preliminary study, we conducted a survey of 234 secondary school teachers. Results showed that teachers held mixed views towards the use of fear appeals and their domain knowledge of fear appeals, but more homogenous views about efficacy appeals, reassuring messages and domain knowledge of efficacy appeals. There were no differences in the endorsement of fear and efficacy appeals from teachers of differing school general certificate of secondary education performance, however, teachers reported students to be less efficacious from schools whose performance is deemed to be ‘under average’. There were no differences in the endorsement of fear appeals or domain knowledge of fear appeals between novice and experienced teachers. These findings provide a first step in examining fear and efficacy appeals from a teacher perspective. 相似文献
9.
Yilmaz Kara 《欧洲师范教育杂志》2012,35(1):111-129
The work presented here represents a preliminary attempt to address the role of teachers in supporting students’ learning on socio-scientific issues (SSI) by characterising pre-service biology teachers’ perceptions and adaptation of curriculum and identifying factors that serve to mediate this process. A hundred and two undergraduate pre-service biology teachers took part in this study over the course of one semester. The teacher candidates (72% female) completed a questionnaire comprising Likert-type and open-ended questions. The results indicated that the teacher candidates perceived a need to address SSI positively. Pre-service teachers had moderate personal teaching efficacy beliefs related to teaching about SSI. They also identified the lack of instructional time and the unavailability of relevant materials as the primary obstacles hindering the teaching of SSI. The implications for teacher education and the design of curriculum materials with respect to SSI are discussed. 相似文献
10.
Margarita Holmberg 《European Journal of Engineering Education》2017,42(4):413-428
The Laplace transform is an important tool in many branches of engineering, for example, electric and control engineering, but is also regarded as a difficult topic for students to master. We have interviewed 22 university teachers from five universities in three countries (Mexico, Spain and Sweden) about their views on relationships among mathematics, physics and technology/application aspects in the process of learning the Laplace transform in engineering education. Strikingly, the teachers held a spectrum of qualitatively differing views, ranging from seeing virtually no connection (e.g. some thought the Laplace transform has no relevance in engineering), through to regarding the aspects as intimately, almost inseparably linked. The lack of awareness of the widely differing views among teachers might lead to a lack of constructive alignment among different courses that is detrimental to the quality of engineering education. 相似文献
11.
Catherine Flores 《师资教育杂志》2017,43(5):520-533
This case study investigated the role of school principals in the induction of beginning teachers in Copiapó, Chile. Building upon group and individual interviews, and review of extant literature, the following findings were established: (a) principals in this study expect beginning teachers to be fully formed as classroom teachers; (b) principals were unlikely to talk about induction practices that might help beginning teachers to learn pedagogical strategies for classrooms; and (c) principals’ induction practices focused on the symbolic role that principals play as the highest authority within the school which has little practical influence on helping beginning teachers to develop their pedagogy. Implications for policy and practice are discussed. 相似文献
12.
Amal Hussain Alajmi 《Journal of Mathematics Teacher Education》2009,12(4):263-283
Computational estimation has not yet established a place in the Kuwaiti national curriculum. An attempt was made to include
it during the early 1990s, but it was dropped by the Kuwaiti Ministry of Education because of the difficulties teachers had
teaching it. In an effort to provide guidance for reintroducing the concept into the curriculum, this study reports on mathematics
teachers’ understanding of the meaning of computational estimation and their views about its significance in the elementary
and middle school curricula in Kuwait. Data gathered from 59 elementary and middle schools teachers in Kuwait revealed that
more than 60% of teachers equate computational estimation with rounding. While two-thirds of the teachers viewed computational
estimation to be an important skill for daily life; only one-fifth (20%) saw it as important in mathematics education. More
than half of the teachers either disagreed with the idea of teaching computational estimation or only wanted to teach it in
limited situations. Most were concerned about the difficulty of learning computational estimation or feared that teaching
computational estimation would cause problems with students’ development of standard algorithms for determining an exact answer.
These findings reveal the challenge that mathematics educators face in introducing computational estimation into the mathematics
curriculum. In order for computational estimation to be taught in elementary and middle school classrooms, teachers need to
understand the concept and its value in education. Teacher education needs to focus on helping teachers better understand
the concept of computational estimation and appreciate its value for instruction. 相似文献
13.
《Ethnography and Education》2013,8(2):213-228
This article explores the approaches to risk that some teachers adopt when they are involved in facilitating outdoor activities. The research was carried out at a residential outdoor centre as part of a PhD study and a follow-up pilot project. The participants were primary school pupils, their teachers and the centre staff. For the purpose of this article, the term ‘teacher’ is used to refer to both visiting teachers accompanying the school groups and the centre staff. This research was eclectic. It took an ethnographic approach using participant observation and semi-structured interviews to collect a variety of data. Ethnography was considered as the most appropriate for this research because it puts an emphasis on understanding the perceptions and cultures of the people and organisations studied. The findings of the research have shown that, on occasion, teachers take a controlling approach when facilitating outdoor activities in order to manage the perceived risk of being in the outdoors. This tended to result in the disempowerment of the children and put the teachers in a position of power, which had serious implications for the pupils’ learning experience. By giving the children specific instructions, and mainly focusing on maintaining discipline during the activities, teachers do not allow their pupils to workout how to deal with risk. The article argues that this had a negative impact on the educational process by taking away opportunities for learning from the children. 相似文献
14.
Pey‐Tee Oon 《International Journal of Science Education》2013,35(5):727-746
This study examines physics teachers’ views on factors that contribute to the declining interest in physics among school students. A total of 190 physics teachers from 91 secondary schools and nine junior colleges in Singapore participated in this study, which used a survey instrument to seek their views. Rasch analysis was used to analyze the data. The findings showed that teachers are uncertain about the career prospects of physics graduates and are not very optimistic about the market demand for physics graduates. They feel that physics seems to be difficult and abstract to students. The perception that physics is for boys seems to be rooted in society. The teachers emphasized the importance of co‐curricular activities and laboratory work to enhance interest of students in learning physics. We provide several recommendations to arrest the declining interest in physics at the school level. 相似文献
15.
Luisa Canal Nicolao Bonini Rocco Micciolo Katya Tentori 《European Journal of Psychology of Education - EJPE》2012,27(3):319-327
Professional teachers at first stage of secondary school were asked to assess the relative weights of five dimensions that in Italy must be considered when the final grades of students are decided. The teachers were also asked to give an overall evaluation of two samples of typical (i.e., students who record similar performances on all the dimensions) vs. atypical students (i.e., students who exhibit poor performance on at least one dimension and good or excellent performances on the others). The results show that the teachers shared a weighting scheme for assessment of the importance of the five dimensions. However, their overall evaluations were consistent with this weighting scheme only with reference to typical students. When the teachers evaluated atypical students, their judgements were highly inconsistent. The paper briefly discusses the implications of these findings. 相似文献
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This study clarifies the basic structure of student teachers’ reflective thinking. It presents a constructivist account of teacher knowledge through a detailed analysis of various patterns of reflection in student teacher portfolios. We aim to gain a greater understanding of the process and outcomes of portfolio writing in the context of teaching practice. By closely analysing portfolio texts, we defined six main starting points for reflective episodes and several patterns under each of them. Also, the patterns of reflective episodes were analysed according to their deductive and inductive dimensions, together with their static and dynamic features. According to our results, it is possible that student teachers can reflect beyond solely practical issues on teaching, articulate multiple concerns about practice and elaborate them in an integrative manner as well as learn both from theory and from practice as a result of reflection for their future profession. 相似文献
18.
During late childhood and early adolescence, there is a dramatic increase in cognitive skills which influences how young people begin to think about their futures. The construct of possible selves has been used to help understanding of adolescents’ views of their future plans and goals by exploring their social perceptions to gain insight about how they think about the world and themselves. This study examined the role of perceived teacher support in adolescents’ development of possible selves. Results suggest that the four groups (White males, Latinos, White females and Latinas) in this study think in different ways about their future possible selves of graduating from a 4-year university. This study provides important theoretical as well as practical implications. 相似文献
19.
Samantha Elizabeth McMahon 《International Journal of Inclusive Education》2013,17(3):249-264
A study in an Australian university investigated 150 pre-service teachers’ responses to and participation in discourses of attention deficit hyperactivity disorder (ADHD). Interesting data surfaced around the notion of ‘labelling’ children with ADHD. It seemed that the pre-service teachers did not believe ‘ADHD’ to be a label. Whilst the literature reviewed acknowledged diagnosing a child with ADHD to be tantamount to labelling (that is, ‘ADHD’ is a medical diagnostic label), the pre-service teachers in this study differentiated diagnosis from labelling and cast labelling as occurring in the classroom sometime pre- or post- diagnosis. Speaking of diagnosis and labelling in this way re-defines an object of dominant labelling discourse: ‘doctor as labeller’ is replaced with notions of ‘teacher as labeller’. Using Foucault’s ‘rules of discursive formations’ to frame its analysis, this study pondered the pre-service teachers’ conceptions of labelling and in doing so revealed a ‘teacher as labeller’ discursive formation. This article provides examples of how this discursive formation features in pre-service teachers’ talk and outlines an important implication of the ‘teacher as labeller’ discursive formation, namely that it enables teachers to cement their role in the ADHD medical diagnostic apparatus. 相似文献
20.
Investigating the factors influencing teachers’ use of ICT in teaching in Bruneian secondary schools
The primary focus of the research study described in this paper was to assess the status quo of teachers’ use of Information and Communication Technology in teaching in terms of the factors that influence their use. Using a survey questionnaire, data was collected from a total of 1,891 secondary school teachers in all government schools in Negara Brunei Darussalam. Structural equation modelling, using AMOS 5.0 software, was employed as the major statistical analytic technique for a series of data analyses and assessment of the Theory of Planned Behaviour, the theoretical model that underpinned the study. Findings presented in this paper indicate that Bruneian teachers’ use of ICT in teaching was influenced by their personal (attitude), social (subjective norms), and control (perceived behavioural control) factors. 相似文献