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Attention‐Deficit/Hyperactivity Disorder (ADHD) is a common childhood disorder, yet relatively little research has assessed teachers' knowledge of this disorder or how teacher characteristics affect such knowledge. There also is a dearth of research comparing in‐service and preservice teachers' knowledge about ADHD. The aims of this study were (a) to investigate the relationships between various teacher characteristics and teachers' knowledge about ADHD, and (b) to compare perceived and actual ADHD knowledge across in‐service and preservice primary‐school teachers. Participants included 120 primary‐school teachers and 45 final‐year education undergraduates who were asked to complete a questionnaire. Two of the five hypotheses were supported: (a) that knowledge would be significantly correlated with experience in teaching a child with ADHD and (b) that in‐service teachers would obtain higher scores than preservice teachers on the actual knowledge (about ADHD) questionnaire. Implications stemming from this research include ensuring that teachers receive more training about ADHD and greater exposure to students with ADHD in the classroom. Overall, this study highlighted that deficits in teachers' knowledge about ADHD are common for both in‐service and preservice teachers. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 517–526, 2004. 相似文献
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Previous studies have revealed that “neuromyths,” which are misconceptions about the brain, show a high prevalence among teachers in different countries. However, little is known about the origin of these ideas; that is to say, the sources that may influence their presence among teachers. This research aims to identify the prevalence of five frequent neuromyths among teachers in Quebec (belief in neuromyths and reported practices) and the reported sources of these beliefs (e.g., reading popular science texts). A total of 972 teachers from Quebec responded to an online questionnaire. Results show a lower prevalence than previous studies (although it remains high), and that the main sources cited by participants are related to cognitive biases and university training. To our knowledge, this study is the first to report data supporting the idea that cognitive biases are related to the prevalence of neuromyths. 相似文献
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《The Journal of educational research》2012,105(4):215-224
Abstract Attitudes and perceptions of teacher behavior regarding students' gender roles were investigated. A questionnaire was administered to 221 Israeli teachers and responses were analyzed according to gender and education setting. Results indicate no extreme egalitarian or chauvinistic responses. In general, elementary school and female teachers gave more gender egalitarian responses to questionnaire items in comparison with male and secondary school teachers. Only 15% of teachers in this sample had attended courses on gender equality. Over 50% of teachers did not respond to the question concerning their school's gender policy. Those findings may reflect a relative lack of teacher awareness concerning the in-depth nature of gender stereotypes and their overall influences. Results may indicate compulsory courses and seminars on gender self-awareness during teacher training. 相似文献
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Charlotte W. Greenway Alison Rees Edwards 《Australian Journal of Learning Difficulties》2020,25(1):31-49
ABSTRACTAttention-deficit hyperactivity disorder (ADHD) rates in classrooms have increased considerably in recent years. Previous literature has acknowledged the significance of teachers’ knowledge and attitudes towards ADHD when making referral and intervention decisions. Using Mulholland, Cumming and Jung’s (2015) knowledge (SASK) and attitude (SASA) scales, ADHD training and perceived support were compared across public school teachers (n = 165) and teaching assistants (TAs) (n = 157) in the UK. Results indicated that teachers and TAs displayed adequate levels of knowledge, and TAs held better knowledge and more positive feelings towards ADHD than teachers. Training increased knowledge for TAs, but not for teachers, and training and support appeared important for both the teachers and TAs’ attitudes. Both teachers and TAs reported inadequate training and expressed a desire for further ADHD training, and a significant association was found between knowledge and attitudes for teachers only. The implications for these findings are discussed. 相似文献
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英国通过“合格教师资格”（QTS）标准既规范了职前教师教育,又保证了教师专业化。作为职前教师教育的一部分,英国的信息通信技术教师的职前教育具有强调学科专业知识基础、注重职业信念培养、加强大学与中小学合作、提供多元化立体评价等特点,在我国高中信息技术教师培养策略方面,可以尝试其培养模式,借鉴其培养内容,强化专业体验,有针对性地对课程进行评价。 相似文献
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Donnah L. Anderson Sue E. Watt Dianne C. Shanley 《Emotional and Behavioural Difficulties》2017,22(4):332-349
Drawing on attitude theories from social psychology, we conducted a survey of Australian pre-service (n = 327) and in-service (n = 127) teachers’ attitudes about teaching children with attention-deficit/hyperactivity disorder (ADHD). This paper reports a content analysis of beliefs, affect and behaviours towards teaching children with ADHD and quantitative analyses pertaining to attitudinal ambivalence – that is, where a teacher may simultaneously report negative and positive evaluations of teaching children with ADHD. While on average, overall or global attitudes were mildly positive for both cohorts, considerable ambivalence about teaching children with ADHD was commonly experienced. Participants reported ambivalent beliefs, affect and behaviours, as well as ambivalence between these attitude components. Paradoxically, participants who knew more about ADHD and held stronger positive global attitudes about teaching children with ADHD reported less ambivalent behaviours towards these children, but reported more ambivalent beliefs. The implications for teachers’ professional development and training are discussed. 相似文献
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The TRIO Project (Teacher Training & Research for Individuals & Organisations) began with the notion that cross-cultural reflection could be an effective tool by which teachers could examine their personal belief systems about learning, teaching and pupil guidance. University-based teacher educators from four countries, the Netherlands, Russia, the United States and the United Kingdom, worked collaboratively to create this 3-year project. They first had teachers systematically examine their own teaching practices at the local level using action research strategies and then brought them together in an annual international workshop, where the teachers from all four countries were able to reflect upon their work and their pedagogical belief systems using a cross-cultural lens. This article describes the process used to facilitate that exchange, and what was learned by both teachers and teacher-educators about the value of cross-cultural reflective practice leading to personal and professional growth. 相似文献
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This small-scale research project explored the perceived impact which selective mutism (SM) training, delivered by an educational psychologist (EP), had on school practitioners' understanding of the condition and their subsequent professional practice. Three teachers were interviewed and a thematic analysis elicited four superordinate themes. Participants recognised that they had little previous knowledge of SM and many misconceptions; they also identified key ways in which their understanding of SM, and their practice as school professionals, had developed. In addition, staff highlighted central challenges which nevertheless remained, one of which involved working with parents. This research highlights the limited knowledge which teachers have of SM, whilst demonstrating how staff training and school development might contribute to improved outcomes for children with the condition. Implications for teacher training programmes and future research are considered. 相似文献
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王枫林 《四川教育学院学报》2013,(8):19-23
人才培养关键在于教师的质量。发达国家与发展中国家在教师教育发展方面存在的差距十分明显。近年来,美国、英国和澳大利亚三国在教师教育改革方面都取得了较大的新进展:制定教师教育改革新政策,高度重视教师专业发展,注重教师职前培养、入职教育和在职培训三阶段培养一体化。比较和分析三国教师教育改革的新进展,有助于我们学习和借鉴三国的教育新理念和改革措施,反思自身存在的问题,促进我国教师教育改革。 相似文献
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Lynne Kendall 《Support for Learning》2016,31(2):122-137
Children and young people who have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) can often experience difficulties within an education setting. ADHD can impact upon their educational achievements and subsequent future employment. This paper draws upon data gathered from a small scale study and has sought to elicit the ‘voice’ of young people who have ADHD and their experience within a school setting. Findings of this study indicate that there is a need for teachers to be more informed about the impact that ADHD can have on a pupil and teachers need to develop positive strategies to support these individuals within the classroom. Ideally, adequate training around ADHD should begin within initial teacher training prior to entering the teaching profession. 相似文献
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Limeng Liang 《International Journal of Disability, Development & Education》2016,63(3):369-383
This article reports on a mixed-method inquiry into pre-service and in-service secondary school teachers’ knowledge about Attention-deficit Hyperactivity Disorder (ADHD) and attitudes toward students with this disorder in Hong Kong. The inquiry revealed no differences between pre-service and in-service secondary school teachers concerning their knowledge of ADHD and attitudes toward students with ADHD. It also identified possible sources of participants’ knowledge and a variety of factors underlying their attitudes toward students with ADHD including sociocultural beliefs and working conditions. The findings call for teacher educators to develop better education programmes to support both pre-service and in-service teachers in undertaking the challenging task of teaching students with ADHD. 相似文献
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Thomas E. Deering 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):342-350
Demographic changes in Britain and the USA have resulted in schools that are more culturally diverse than they were a generation ago. In response to these changes, colleges and departments of education are attempting to prepare teachers who are able to work with students from a wide range of ethnic, racial and religious backgrounds. Teacher preparation programmes face the challenge of measuring the cultural sensitivity of their students. They must also grapple with the problem of designing programmes to enhance their students’ cultural sensitivity. This study compares and contrasts the cultural sensitivity of British and American students in teacher preparation programmes, and underscores the difficulties these programmes face when they attempt to alter students’ long‐held beliefs. 相似文献
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Elementary school teachers often implement classroom behavioral management systems to address student misbehavior. Common problems targeted by these systems are the inattentive, hyperactive, and impulsive behaviors characteristic of attention‐deficit/hyperactivity disorder (ADHD). This study examined teachers' attributions for why children display ADHD behaviors, and how such attributions affect their experiences with children in the context of interventions to manage these behaviors. Participants were 32 preservice teachers undertaking a practicum in a summer program for 137 children (Grades 1–3), some of whom had ADHD. Teachers were trained to implement classroom‐wide behavioral management. Teachers' attributions for children's ADHD behaviors were assessed using a vignette measure, before teachers had met their students or begun training on intervention techniques. When controlling for attributions regarding oppositional behavior, teachers' initial attributions for ADHD behaviors as less internal/controllable predicted children reporting more positive relationships with that teacher during the summer program. Teachers' initial attributions for ADHD behaviors as less stable predicted teachers' greater satisfaction with the intervention techniques during the summer program and their greater attunement to children's social networks. Cognitions about the causes of children's ADHD behaviors held by preservice teachers may relate to their subsequent experiences with children in the context of implementing classroom behavioral management. 相似文献
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Nathaniel Owen Alison Fox Terese Bird 《International Journal of Research & Method in Education》2016,39(2):170-193
This paper documents the creation, implementation and analysis of a survey instrument designed to reveal patterns of use and attitudes towards the value of social media by UK teachers. The study was motivated to discover which teachers use social media professionally, how they use it (both personally and professionally) and attitudes to social media as a professional tool (for their students' and their own professional use). The instrument was created from verbal data from two focus group discussions regarding the use of social media in education. Attitude statements were included verbatim when practical. This instrument was placed online and practising teachers invited to complete it (n?=?216). Exploratory factor analysis and hierarchical clustering identified 9 factors from 54 attitude statements and 5 distinct teacher groups. The rich data allowed each group to be carefully defined, providing potentially invaluable information to school leaders when developing social media projects to recognize and accommodate the full range of teacher concerns and experience. The paper also addresses methodological concerns regarding instrument creation, dealing with missing data and the impact of missing data on subsequent analysis. 相似文献
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Sharon S. N. Ng Nirmala Rao 《Early Years: An International Journal of Research and Development》2008,28(2):159-172
This paper characterizes early mathematics instruction in Hong Kong. The teaching of addition in three pre‐primary and three lower primary schools was observed and nine teachers were interviewed about their beliefs about early mathematics teaching. A child‐centered, play‐based approach was evident but teachers emphasized discipline, diligence and academic success. Observations also revealed practices reflective of both constructivist and instructivist pedagogies. Results from interviews suggest that teachers' traditional cultural beliefs about instruction were challenged by western ideologies introduced in continuing professional development courses and by notions promulgated by the educational reforms. Both consistencies and inconsistencies between teachers' beliefs and practices were identified. Implications of the findings are discussed. 相似文献
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《Australian Journal of Learning Difficulties》2013,18(1):3-15
Abstract This study compares the views of primary teachers from South Australia and New South Wales on selected aspects of inclusive education. The questionnaire administered in the study probed the following issues: (i) the numbers and types of students with special needs in inclusive classes; (ii) any benefits that had occurred as a result of including children with disabilities in mainstream classes; (iii) the types of disability or , ‘special educational need’ most difficult to cater for in the regular classroom; (iv) the teachers’ level of satisfaction with the personal and material support available within their schools; and (v) the amount of special education training each teacher received during their pre‐service and in‐service experience. The questionnaire was sent to a representative sample of schools listed in the Disadvantaged Schools and Country Areas Programs in both states. Seventy‐seven (77) responses were received and analysed, comprising forty‐one (41) from teachers in South Australia and thirty‐six (36) from teachers in New South Wales. The overall patterns of responses from teachers in NSW and South Australia were similar. Major findings indicate that approximately one third of teachers in both South Australia and New South Wales report definite benefits associated with having students with disabilities enrolled in their classrooms. However, teachers in both states also report that the major difficulties they encounter are ‘lack of time’, combined with difficulty balancing the demands of all students. Specific obstacles to implementing inclusive practice included class size, lack of appropriate teaching resources, behaviour problems exhibited by some students (resulting in a need for constant behaviour management), and lack of appropriate professional training in inclusive methods. The article discusses these and other factors reported by the teachers. This investigation adds usefully to Australian research into problems and practices associated with inclusion. Peter Westwood is an Associate Professor in the Department of Education, University of Hong Kong, where he teaches and researches in the field of special education. For twenty‐five years he was a teacher, lecturer and researcher in Australia. He is author of the recent books Commonsense methods for children with special needs (published by Routledge), Spelling: approaches to teaching and assessment, and Numeracy and learning difficulties (both published by Australian Council for Educational Research). Lorraine Graham is senior lecturer in Special Education at the University of New England. After some years as a primary teacher in Queensland, she completed her Masters and Ph.D. at Simon Fraser University in Vancouver, British Columbia. Lorraine is particularly interested in ways to foster the literacy skills of students with learning difficulties. Her current projects focus on cognitive strategy instruction, inclusive education and automatkity in basic academic skills. 相似文献
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Teacher educators’ professional journeys: pedagogical and systemic issues affecting role perceptions
《Africa Education Review》2013,10(2):309-330
ABSTRACTTeacher educators in many countries share similar concerns as they aspire to improve education for learners and stimulate interest in further study and careers. The roles and professional development of school teachers have been researched, but little attention has been given to teacher educators. Using a small-scale, illuminative study in England and South Africa, this paper examines pedagogical implications of progression from classroom teacher to teacher educator-tutor. Systemic issues include attitudes to personal scholarship in moving to high stakes academic environments requiring research. In both countries, there were issues of student teachers’ subject knowledge and their capacity to translate knowledge for learners. South African teacher educators were concerned about student teachers’ lack of appreciation of the integrity of conceptual understanding and sequencing of topic content. Implications for the professional development of teacher educators and their role identities are considered. 相似文献
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Much research has shown that a science teacher’s beliefs are related to their teaching practice. This line of research has often defined “belief” epistemologically. That is, beliefs are often defined relative to other mental constructs, such as knowledge, dispositions, or attitudes. Left unspecified is the role beliefs play in cognition and how they come to influence science teachers’ classroom practice. As such, researchers and science teacher educators have relied on an (at times, implicit) assumption that there is a direct causal relationship between teachers’ beliefs and classroom practice. In this paper, we propose an operational, as opposed to epistemological, definition of belief. That is, we are explicit about the role a belief plays in science teachers’ cognition and how that leads to classroom practice. We define a belief as a mental representation that influences the practice of a teacher if and only if the belief is active in cognition. We then turn our attention to two limitations in the literature on that have arisen via previous definitions and assumptions regarding science teacher beliefs, showing how defining beliefs operationally helps think about these issues in new ways. The two limitations surround: (1) the difficulty in precisely delineating belief from knowledge; and (2) the interconnectedness of beliefs such that they draw meaning from one another. We then show how our definition of beliefs is congruent with other models of teacher cognition reported in the literature. Finally, we provide implications arising from this definition of belief for both science teacher educators and those who conduct research on the beliefs of both preservice and in-service science teachers. 相似文献