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1.
Knut A. Christophersen Eyvind Elstad Are Turmo 《Scandinavian Journal of Educational Research》2016,60(2):240-254
This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching. 相似文献
2.
In recent decades, many educational reforms have been implemented that aim to effect a change in teachers’ and pupils’ roles by promoting meaningful learning. Yet, little is known about how teachers perceive these roles as a part of their professional belief system. In this study, 68 Finnish comprehensive school teachers were interviewed. The data were content analysed. The results showed that teachers recognised the importance of facilitating pupils’ active role in learning, but still mostly considered pupils as passive in school practices. Moreover, teachers perceived pupils as active educational participants most often outside the classroom, in informal school settings. Correspondingly, teachers described themselves primarily as knowledge transmitters in pupils’ learning. In their professional community, teachers perceived themselves mostly as reproducers of knowledge instead of facilitators of learning. There was also variation between the teachers as well as within a single teacher’s beliefs. 相似文献
3.
Patricia E. Simmons Allen Emory Tim Carter Teresa Coker Brian Finnegan Denise Crockett Lon Richardson Robert Yager John Craven John Tillotson Herbert Brunkhorst Mark Twiest Kazi Hossain James Gallagher Don Duggan‐Haas Joyce Parker Fernando Cajas Qasim Alshannag Sheryl McGlamery Jerry Krockover Paul Adams Barbara Spector Tom LaPorta Bob James Kristin Rearden Kay Labuda 《科学教学研究杂志》1999,36(8):930-954
4.
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
5.
Thursica Kovinthan 《Diaspora, Indigenous, and Minority Education》2016,10(3):141-155
Providing refugee students with a safe and welcoming classroom environment is critical for school success but largely dependent on teachers’ knowledge, values, practices, and attitudes. This qualitative study juxtaposes the experience of one refugee students’ experience in the school system and one beginning teachers’ experience in working with and meeting the psychosocial and educational needs of refugee students in the classroom. Using narrative inquiry, from the perspective of a refugee student and a beginning teacher, this study identifies themes and key issues related to teaching refugee students. These experiences are compared to the current literature on refugee education to highlight the beliefs and values that teachers bring to their practice. Findings reveal that there are gaps in beginning teachers’ knowledge about who refugees are, their experiences, and how best to support them in the classroom. Some teachers also held negative attitudes and perspective of refugee students and failed to develop a nuanced perspective of diversity and multiculturalism. This study also shows how narrative inquiry, in the formal of a personal history account, can be used as tool to surface, challenge, and overcome negative stereotypes, biases, and assertions that prevent teachers from effectively supporting their students. 相似文献
6.
Mathematics teachers often resist generic literacy strategies because they do not seem relevant to math learning. Discipline-specific literacy practices that emerge directly from the math content and processes under study are more likely to be embraced by math teachers. Furthermore, national and state-level mathematics standards as well as Common Core standards provide frameworks for situating literacy practices squarely within the disciplines. A disciplinary literacy approach to writing in math requires teachers to develop innovative strategies and practices that link writing to particular mathematical processes and tasks. An example is shared of a math writing approach developed by a middle school teacher used to prompt her students' critical thinking and problem solving processes during the study of algebra. She designed a template that when completed can serve as a reflective tool for her students and provide the teacher useful feedback on their learning. The example of teaching with the template as a guide for working through steps to solve a story problem demonstrates what disciplinary writing can look like in a typical middle school classroom. 相似文献
7.
Toward an Understanding of Authentic Learning: Student Perceptions of an Authentic Classroom 总被引：1，自引：0，他引：1
Nicaise Molly Gibney Terresa Crane Michael 《Journal of Science Education and Technology》2000,9(1):79-94
Advocates of educational reform often describe classroom instruction as inauthentic. That is, most classroom learning activities are structured around artificial contexts for learning, and students only engage in tasks and remember information at superficial levels. Some teachers are attempting to break traditional classroom practices by creating authentic contexts for learning. To date, most of the research on authentic classrooms has described the processes teachers have used to develop the classroom environment (learning activities, resources, etc.); however, few have examined authentic classrooms from the students' perspective: “What do students think about authentic classrooms?” The purpose of this qualitative study was to examine a unique learning environment at a large, Midwest high school to understand how students perceived that environment. Most of the students reported a positive experience and described the classroom as fun and exciting with real-world relevance. However, there were several students who did not share these views, and many students were not successful.
相似文献8.
Ksenia Solheim Sigrun K. Ertesvåg Grete Dalhaug Berg 《Journal of Educational Change》2018,19(4):511-538
Teachers are the most important agents in shaping education for students and to bring change and innovation in educational practices. There is a lack of knowledge about how teachers learn and transfer their knowledge into practice in the classrooms. Teacher educators have repeatedly argued that classroom management is a critical pedagogical skill that teachers must master in order to maximize classroom interaction. This study aims to contribute to the understanding of how lower secondary school teachers learn and improve classroom interaction in the context of an educational intervention. Three aspects of classroom interaction are addressed: emotional support, classroom organization and instructional support. The sample contained 81 teachers from 14 Norwegian lower secondary schools reporting, through digital logs, on learning experiences with respect to classroom interaction. Moreover, they reported on the types of learning activities they undertook. Findings indicated that teachers’ improvement in classroom interaction was, to a large extent, dependent on their own, or their colleagues’ strong knowledge of classroom interaction. The results of the study add to our understanding of teachers’ knowledge and skills within classroom interaction and how teachers can improve their knowledge, e.g., through reflection on situations in the classroom. Still, the authors suggest a stronger emphasis on the integration of research based knowledge and teacher learning strategies to support teachers to reach their full teaching potential. 相似文献
9.
This study reports on teaching practices in science classrooms of Indonesian lower secondary schools in rural areas. Using six schools from three districts in the province of Kalimantan Selatan as the sample, this study found that most teaching practices in science classrooms in rural schools were teacher-centred with students copying notes. However, the study also found unique teaching practices of an exemplary science teacher whose teaching style can be described as both student-centred and teacher-centred, with students encouraged to be active learners. Four features of exemplary teaching practices were identified: The teacher managed the classroom effectively; used a variety of questioning techniques; employed various teaching approaches instead of traditional methods; and created a favourable learning environment. Data from classroom observations, interviews with teachers, and students responses to a questionnaire were used to compare the exemplary teacher and his colleagues. This study identified internal factors that may affect teaching practices such as a teachers content knowledge and beliefs about teaching. Compared to the other teachers, the exemplary teacher possessed more content knowledge and had a relatively stronger belief in his ability to teach. 相似文献
10.
Elizabeth Todd Brown 《Journal of Early Childhood Teacher Education》2013,34(3):239-257
This was a correlational study conducted with a population of prekindergarten educators from a large, metropolitan school district. The purpose was to examine if there were relationships between and among early childhood teachers’ sense of self-efficacy, their beliefs about the importance of mathematics, and their mathematics instructional practices. Examining teachers’ efficacy and beliefs can inform educational practice and help to differentiate between more and less successful instructional practices when teaching mathematics in the early childhood classroom. Data were collected on teacher efficacy and teacher beliefs about the importance of mathematics with two self-report questionnaires. The hypothesis that the teachers higher in efficacy will rate the importance of mathematics higher on the teacher-belief scale than the teachers with lower efficacy was found to be true with this sample, but the correlation was weak. The level of efficacy of the early childhood teachers in this sample confirmed that in assessing their capabilities, they rate themselves high in instructional strategies, classroom management, and student engagement. The early childhood teachers did not rate their belief in mathematics as high as their efficacy. Observations of mathematics instructional practices were conducted with twenty teachers. It was hypothesized that the combination of high teacher efficacy and high teacher mathematics beliefs would show alignment with the presence of standards-based mathematics instructional practices. The results were not statistically significant. No correlation signals a need for more research to explore what other personal or external factors relate to mathematics instructional practices in the early childhood classroom. The research may inform pre kindergarten teachers and teacher educators about effective instructional strategies and knowledge needed to launch early childhood students on a developmentally appropriate pathway to mathematical literacy. 相似文献
11.
Ed Elbers 《Educational Studies in Mathematics》2003,54(1):77-99
This article aims to contribute to the theory of mathematics instruction by highlighting and analysing Leen Streefland's work
as a teacher in a primary school. Core ideas of Streefland's are discussed as part of a recent wave of educational innovations
using the idea of learning communities. I present a case study of a lesson co-taught by Streefland and a primary school teacher
(students between 11 and 13 years of age). Streefland addressed the students as `researchers' and gave them realistic problems
to work on. Since they provided occasions for increasingly sophisticated solutions, the tasks given to the students stimulated
processes of vertical mathematization. The students' role as researchers required them to construct novel ideas and present
these to their classmates. The various solutions proposed by the students were used by the teachers to structure the learning
activities in the classroom. The interaction between the common understandings in the classroom and the learning process of
individual students shows that the classroom activities amount to a process of collective reflection.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
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13.
This embedded case study explores the student-teacher relationship in a one-to-one technology environment. The actual change in relationship in a one-to-one classroom was examined. The study was guided by the self-system theory of motivation and its three characteristics of autonomy, relatedness, and competency as a theoretical framework. To explore this topic, the researchers considered the perspectives of four classroom teachers and 207 high school students at a suburban public high school in New Jersey. The case study research utilized teacher interviews, classroom observations, student surveys, and a student focus group. The findings revealed a notable change in the relationship between teachers and students within the one-to-one environment. The change existed in the connectivity between the teachers and their students beyond the classroom and school. The researchers concluded that the teachers and their students did have a positive relationship in a one-to-one environment and that relationship depended on the teacher’s ability to engage students using the one-to-one device. The researchers concluded that the one-to-one environment creates an autonomous learning environment for students; teachers and students have a relatedness that extends beyond the traditional boundaries of a school; and a higher level of competency in both teachers and students creates a more engaging classroom. As one-to-one technology environments are becoming more popular across the country, this study contributes to a better understanding of the expected changes in teacher-student relationships before issues of conflict occur. 相似文献
14.
The importance of students' learning to learn competence for academic achievement, as well as their well-being at school and in life, is increasingly emphasised by educators and policy makers in national curricula and educational strategies. In an uncertain and complex world, learners need to become autonomous, be able to analyse challenges and apply knowledge in different contexts, address complex tasks, and create new knowledge. This article explores concepts and approaches to the development of students' learning to learn competence in the context of education in Estonia. First, the conceptualisation, model and dimensions of learning to learn competence are described and related challenges for teachers are analysed. Second, an overview of Estonian teachers' current practices, beliefs, knowledge, skills and occupational standards relevant to students' learning to learn competence is provided. We discuss how Estonian teacher education policy may enhance or inhibit the work of teachers when supporting students to develop learning to learn competence. Future directions for teacher educators and how to prepare teachers to support the development of students' learning to learn competence are suggested. 相似文献
15.
This study identifies practices of effective teachers of writing. Three schools with significantly higher achievement in an area that underperforms nationally were identified and within them teachers whose students exhibited superior progress were selected. Multiple data collection methods included lesson observation, analysis of the classroom environment, teacher and student interviews and teacher documentation. Common was a commitment to formative assessment practices and classroom environments supportive of student literacy learning. Hallmarks of teachers whose students showed a greater awareness of their learning were a sense of purpose and meaningfulness; of coherence or connectedness and of being consistent and systematic. This paper argues that student achievement in writing is likely to be higher when teachers exhibit strength s in these hallmarks. 相似文献
16.
Early Childhood Teachers' Curriculum Beliefs: Are They Consistent With Observed Classroom Practices?
Research Findings: This study examined the consistency between early childhood teachers' self-reported curriculum beliefs and observations of their actual interactive behaviors with children in classrooms. Also tested was the hypothesized moderation by teacher and classroom characteristics of the association between beliefs and practices. A total of 58 preschool teachers completed a survey describing their professional backgrounds and curriculum beliefs. Their classroom practices were observed using a newly developed instrument that documented teacher interactions with children. Most teachers in this sample strongly endorsed child-initiated learning beliefs, although their beliefs about teacher-directed learning varied considerably. The most frequently observed teacher behaviors in the classroom were giving directions to children, responding to children's initiations, and engaging in non-interactive classroom management activities. Overall, teachers' curriculum beliefs and observed classroom practices were weakly correlated. However, there were moderation effects. Stronger congruence between teacher-directed learning beliefs and observed teaching behaviors was found among teachers who had more professional training and more years of teaching experience. Practice or Policy: These results support the importance of early childhood teacher professional development. They suggest that teacher preparation and professional development programs should focus on the intellectual transformation between teacher knowledge and teacher practice, promoting both aspects of development. 相似文献
17.
Alysia D. Roehrig Jeannine E. Turner Crissie M. Grove Naomi Schneider Zhu Liu 《The Teacher Educator》2013,48(3):164-187
Six beginning teachers were compared to an exemplary, experienced teacher. Teacher beliefs, classroom practices, and student engagement data were coded from theory-driven and data-driven perspectives. The strongest teachers demonstrated alignment between promotive/positive practices, beliefs, and students' engagement. The weakest teachers, whose students were less consistently engaged, demonstrated alignment between undermining practices and beliefs. For beginning teachers, with misaligned practices and beliefs, there may be potential for improving practices with experience. A testable model emerged depicting a metacognitive feedback loop for teachers who are aware of their shortcomings and place responsibility for students' behaviors and learning on themselves. 相似文献
18.
Junius L. Meriam 《Journal of Experimental Education》2013,81(4):327-332
Attitudes, beliefs, perceptions, and classroom practices of teachers in 24 urban and suburban elementary schools throughout the United States were assessed with teacher questionnaires and classroom observations during a single school year. Teachers in schools serving students from economically disadvantaged backgrounds put greater emphasis on teacher authority and control and less on student autonomy and constructivist approaches than teachers in other schools did. Teachers in schools serving students from economically disadvantaged backgrounds also were less trusting of students and more skeptical about their abilities. Teachers’ beliefs were generally consistent with their practices, even when school poverty level and students’ mean achievement levels were statistically controlled. 相似文献
19.
This study examines collaboration between English for Speakers of Other Languages (ESOL) teachers and content-area elementary school teachers, and makes the case for conceptualising teacher collaboration as an opportunity for shared teacher learning. Using a sociocultural theoretical lens, this study examines how three pairs of elementary teachers and ESOL specialists used and constructed tools for collaboration, which mediated and made visible teachers’ learning processes. Employing interpretive enquiry and cross-case analysis, we examined data from classroom observations, teacher co-planning sessions and interviews with teachers. Findings demonstrated that collaborating teachers used tools to articulate and reconceptualise teaching goals, co-construct knowledge and ultimately transform teaching practices to meet the needs of culturally and linguistically diverse students. This study has implications for teacher education and ongoing professional development, by shedding light on the potential affordances of collaborative tools for teacher learning. Findings suggest that teacher education could harness these opportunities for learning by incorporating collaboration between ESOL specialists and content-area teachers as an integral part of preparing more qualified teachers to work with culturally and linguistically diverse students. 相似文献
20.
Eric J. Feeney 《Teacher Development》2016,20(4):458-481
This study examined teachers’ learning situated in a school to reveal factors that support and hinder learning in the workplace. The investigation analyzed teachers’ orientation to learning, examining beliefs, practices, and experiences about teachers’ learning in relation to change in the workplace. A hypothesis is that teacher learning and change is complex and unable to be fully understood outside of practice. Evidence is provided on the factors and forms of learning activities that appear to strengthen an expansive learning environment and those which contribute to a more restrictive learning environment. A distinctive finding was that teachers’ orientation to learning is related to self-reported change. Another promising finding with the potential of better understanding the interrelated combination of how teachers’ beliefs, practices, and workplace factors influence change was related to dissonance for learning. The implications for practice involved determining how to continue to support and strengthen an expansive workplace learning environment. 相似文献