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1.
《The Journal of educational research》2012,105(10):446-449
AbstractThe study, with 536 second-sixth graders as subjects, attempted to investigate the relationships between teacher and “idea”-teacher discrepancies (hereafter designated as discrepancies) and six dependent variables. Results of the study were summarized as: (a) high-school achievement scorers tended to manifest low discrepancies, and vice versa; (b) boys appeared to exhibit higher discrepancies than girls did; (c) those more socially acceptable children seemed to exhibit low discrepancies, and vice versa; (d) those children who indicated higher school attitude scores had a tendency to show low discrepancies, and vice versa; (e) those children who rated themselves high on aggressiveness were inclined to show high discrepancies, and vice versa; and (f) there was no statistically significant relationship between peer-report aggressiveness and such discrepancies. 相似文献
2.
Michael A. Buhagiar Roger Murphy 《Assessment in Education: Principles, Policy & Practice》2008,15(2):169-182
This paper reports a study of the classroom assessment practices of 12 sixth form college mathematics teachers in Malta. It explores the extent to which these teachers are knowledgeable about their students’ learning of mathematics and the implications that this has for their classroom practices. It reveals that these teachers’ knowledge of their students’ understanding of certain mathematical concepts is fairly limited. It then goes on to discuss this phenomenon in terms of a process that can hinder rather than promote learning. The research illuminates the position of teachers who appear to lack certain detailed information about their students which, it can be argued, could inform more effective teaching strategies. The paper concludes by exploring possible implications for similar situations where learning could be enhanced by more effective classroom assessment strategies and their use to inform future teaching and learning activities. 相似文献
3.
This article examines Finnish cooperating physics teachers’ conceptions of teacher knowledge in physics. Six experienced teachers
were interviewed. The data was analyzed to form categories concerning the basis of teacher knowledge, and the tradition of
German Didaktik and Shulman’s theory of teacher knowledge were used in order to understand the results. The results show that
the teachers strongly emphasize knowledge related to day-to-day teaching practice. In German Didaktik, this means knowledge
of the best instructional methods, while in Shulman’s categorization it belongs to the category of representations, strategies,
and methods. It was also found that the teachers appear to lack some of the essential key ideas of modern physics teacher
education, such as a holistic view of instructional approaches. 相似文献
4.
Evaluation of teaching in higher education has drawn much attention due to the need for greater accountability and improvement in student learning. Our review of literature on Student Evaluation of Teaching (SET) surveys suggests that considerable controversy and criticism have surrounded its use, fairness, and validity. Yet, many universities in Hong Kong are depending primarily on student feedback in SET surveys to provide evidence for their improvement of teaching and learning, and for their decisions made on teachers' pay-rise and tenure. If universities are to continue to use SET surveys as the main source of mechanism for measuring teaching effectiveness, teachers will have to understand and be aware of its purposes. But how much do we know about teachers' perceptions of teaching and learning and, consequently, their opinions of using SET surveys as the primary standardized evaluation mechanism of teaching for promotion and tenure and for teaching effectiveness? 相似文献
5.
A written questionnaire was used to obtain information regarding Greek kindergarten teachers’ personal views on the concept of Environmental Education (EE). The questionnaire was also designed to obtain the teachers’ views relative to a series of theoretical and methodological issues concerning the application of EE. It was ascertained that the prevalent conception of the kindergarten teachers includes the following: (a) it is directed towards a knowledge-centered type of EE, (b) it is primarily centered on nature and its protection in terms of EE content, (c) it aims not only to shape citizens willing to adopt environmental measures recommended by the experts, but who will also actively participate in social actions for the protection of the environment, (d) it favors learning procedures in the environment with field study activities, (e) it must be compulsory in the kindergarten level. 相似文献
6.
Timothy M. Flynn 《Journal of Experimental Education》2013,81(2):46-51
A multiple-choice behavioral observation scale designed to be used by preschool teachers (N = 424) was factor analyzed to obtain factor coefficients. The four factors obtained were cognitive skills, self-control, relationship with achievement model, and dependency. The factor coefficients were then applied to the ratings of 153 preschool disadvantaged children by 33 teachers and 64 teacher aides. Three multi-trait, multi-rater matrices were analyzed using Campbell and Fiske’s convergent discriminant validation procedures. The analyses supported convergent and discriminant validity of three of the four traits. 相似文献
7.
《International Journal of Educational Research》1998,29(3):219-225
The purpose of the study was to investigate FD and FI teachers’ perceptions of their ‘matched’ students. The Group Embedded Figures Test was administered as a measure of cognitive style to four middle school teachers and 144 seventh and eighth grade students. The teachers rated their students on a five-point scale in relation to (1) the degree they liked the student, (2) the information they knew about the student, (3) the concern they had for the student, and (4) their rejection of the student. FI teachers were more positive of their matched students (FI) than were FD teachers. 相似文献
8.
This study investigates pre-service teachers’ perceptions of urban schools. We asked 41 pre-service teachers, mostly white
and female, to report their perceptions of four aspects of urban schools (appearance and atmosphere, resources, students,
and teachers) and identify the sources of their perceptions. We analyze the data qualitatively to understand how they perceive
urban schools and quantitatively to determine group trends in their perceptions. Findings reveal that their perceptions of
urban schools are complex, with negative and positive impressions of selected aspects of urban schools. Implications of these
findings for teacher education, in particular, urban field placements and curriculum, are explored.
相似文献
| Jean Ann (Corresponding author)Email: |
9.
10.
Päivi Atjonen 《Curriculum Journal》2014,25(2):238-259
11.
A series of 48 vignettes of bullying was constructed by crossing (a) four kinds of social contact (physical aggression, verbal aggression, relational aggression, and non-aggression) with (b) male and female bullies, (c) male and female and victims, and (d) reaction of the victim (aggressive, passive, and no reaction). Teachers rated vignettes for seriousness. Physical aggression was perceived as more serious than any other kind of bullying, and vignettes that depicted female bullies and male victims were perceived as least serious across all kinds of bullying. Results are discussed in terms of applied implications for teachers in school settings and directions for future research. 相似文献
12.
Aino Belt 《Educational research; a review for teachers and all concerned with progress in education》2017,59(1):54-72
Background: Efficient classroom management and adequate discipline are major issues for teachers in schools worldwide, with the guiding of students’ behaviour as one of the primary challenges. Teachers’ knowledge, skills, attitudes and behaviour play central roles in the appropriate handling of classroom disturbances.Purpose: The purpose of this study is to explore how practising teachers perceive classroom disturbances and to compare their views to those presented in the literature. By clarifying typical perceptions, this research is intended to give individual teachers tools to develop their insights by comparing their perceptions with those of other teachers.Sample: The empirical material was collected by interviewing 14 home economics teachers in Finland. Home economics is a school subject that involves individual and group work as well as theoretical and practical work. In Finland, home economics is a compulsory subject for students aged 13–15 years, which are challenging ages in regard to classroom management.Design and methods: The empirical research was completed via deep, qualitative theme interviews for data gathering and phenomenography for analysis.Results: The analysis identified five dimensions in which interviewees expressed varying views of classroom disturbances: who or what disturbs, whose work is disturbed, why students disturb, who is responsible and how to prevent classroom disturbances. Based on the various perceptions within each dimension, the main perceptions for understanding classroom disturbances can be condensed into four categories: unavoidable nuisance, deficient resources, the matter of atmosphere and educational task.Conclusions: Teachers who wish to develop their classroom management skills may use these findings as tools to compare their perceptions with those of other teachers. This knowledge may also be useful for developing teacher education. 相似文献
13.
9月10日的教师节是全中国教师的节日。该节日是从1985年开始庆祝的,以表达对教师辛勤劳动以及他们对社会所做贡献的敬意。庆祝教师节的目的是为了形成尊敬老师和尊重知识的社会氛围。每年学期开始时便迎来教师节,这样可以激发教师们和学生们工作和学习的热情,使教学与学习都有一个好的开始。在教师节那一天,学生通常会送老师写满祝福的贺卡来表达他们对老师的尊重。在台湾,一年一度的教师节定在9月28日,将这一天定为教师节是为了庆祝孔子的生辰,他为中国文化做出了很大贡献。别的国家也有教师节。美国的教师节是五月的第一个星期二。印度的… 相似文献
14.
Teachers’ perceptions of the inclusion of marginalised groups 总被引：1，自引：0，他引：1
This paper is based on the concept of inclusion as a process of recognising and minimising the barriers to learning and participation of all children, with teachers as the key players in implementing inclusion in practice. There are two key questions: (1) How do teachers rank different groups of marginalised children? (2) How do teachers see their own role, the role of the marginalised and other children, and their parents in the inclusion process? The groups included in the research were children with special needs, migrants from former Yugoslavia, Roma/Gypsies and children from poor families. In the latter group, it also looked at their counterparts, the children of wealthy parents. Research carried out on a representative sample of primary school teachers in Slovenia showed that children with special needs are among all surveyed groups of children those seen as the most helpless. For these children, teachers are also most likely to lower learning and discipline standards, while at the same time feeling the least qualified to teach them and seeing them also as having the lowest abilities. In the teachers’ opinion, parents of other children have the greatest reservations when their child associates with a Roma/Gypsy child, and teachers also put the least trust in Roma/Gypsy parents. 相似文献
15.
Nosisi N. Feza 《Africa Education Review》2018,15(1):72-84
South Africa’s esteem is low with regard to current learner achievement in mathematics. Results from international studies, such as TIMMS and SACMEQ, continuously indicate that South African learners perform below international benchmarks in mathematics. Research and evaluation studies assert that teacher practices and poor early mathematics stimulation influence this state of affairs. Hence, this article reports on a study that explored the developmental progression of Grade R teachers’ mathematics knowledge and general knowledge of teaching participating in a professional development intervention. In this article I report on data collected after a two-day workshop conducted with the teachers. The video recordings of 14 teachers’ self-selected lessons were collected and transcribed, using a lesson observation tool, and analysed by means of thematic analysis. The findings indicated that teachers’ knowledge of number sense forms a strong foundation for improving the quality instruction of number knowledge. The first step seen to be taken by these teachers to engage the learners was the question and answer approach. The lessons of those who tried to let learners engage lacked structure and resulted in chaos. Demonstration and drill were used to develop the learners’ content knowledge. The teachers’ practices were inadequate as far as developing conceptual understanding is concerned; and their classroom management skills were not sufficiently developed to include all learners in their mediation. In instances where all the learners participated, the teacher directed the participation and did not allow for learner-to-learner engagement. It is crucial to note that they showed potential for growth and willingness to learn despite the limited or minimal the training they received. 相似文献
16.
“春蚕到死丝方尽,蜡烛成灰泪始干。”这脍炙人口的诗句歌颂了人类灵魂的工程师——教师甘当人梯、无私奉献的高贵品质。藉此一年一度的教师节来临之际,向全国所有辛勤耕耘的园丁表示最崇高的敬意!并祝愿全体教师节日快乐! 相似文献
17.
Heather King Effrosyni Nomikou Louise Archer Elaine Regan 《International Journal of Science Education》2013,35(18):2987-3014
Across the globe, governments, industry and educationalists are in agreement that more needs to be done to increase and broaden participation in post-16 science. Schools, as well as teachers, are seen as key in this effort. Previous research has found that engagement with science, inclination to study science and understanding of the value of science strongly relates to a student's science capital. This paper reports on findings from the pilot year of a one-year professional development (PD) programme designed to work with secondary-school teachers to build students’ science capital. The PD programme introduced teachers to the nature and importance of science capital and thereafter supported them to develop ways of implementing science capital-building pedagogy in their practice. The data comprise interviews with the participating teachers (n?=?10), observations of classroom practices and analyses of the teachers’ accounts of their practice. Our findings suggest that teachers found the concept of science capital to be compelling and to resonate with their own intuitive understandings and experiences. However, the ways in which the concept was operationalised in terms of the implementation of pedagogical practices varied. The difficulties inherent in the operationalisation are examined and recommendations for future work with teachers around the concept of science capital are developed. 相似文献
18.
Helen Huntly 《The Australian Educational Researcher》2008,35(1):125-145
Worldwide, teachers’ work continues to be the subject of discussion and debate, especially in terms of teacher competence
and its appropriate appraisal. Available literature offers a number of perspectives of beginning teacher competence, yet the
voices of beginning teachers themselves are not represented. This paper outlines the findings of a phenomenographic study
that sought to uncover the conceptions of competence held by beginning teachers. The results of this study suggest that beginning
teachers believe that teaching competence requires demonstration of thorough preparation, a sound knowledge base, effective
classroom management, professional communication with a range of stakeholders, and an accurate sense of self-awareness in
the role of teacher. These conceptions will be compared to a selection of the available literature about teacher competence
and associated teaching standards. 相似文献
19.
Benny Hin Wai Yung Yan Zhu Siu Ling Wong Man Wai Cheng Fei Yin Lo 《International Journal of Science Education》2013,35(14):2435-2461
Capitalizing on the comments made by teachers on videos of exemplary science teaching, a video-based survey instrument on the topic of ‘Density’ was developed and used to investigate the conceptions of good science teaching held by 110 teachers and 4,024 year 7 students in Hong Kong. Six dimensions of good science teaching are identified from the 55-item questionnaire, namely, ‘focussing on science learning’, ‘facilitating students’ understanding’, ‘encouraging students’ involvement’, ‘creating conducive environment’, ‘encouraging active experimentation’ and ‘preparing students for exam (PSE)’. Significant gaps between teachers’ and students’ conceptions on certain dimensions have been revealed. The inconsistency on the dimension ‘PSE’ is particularly evident and possible reasons for the phenomenon are suggested. This study raises the important questions of how the gap can be addressed, and who is to change in order to close the gaps. Answers to these questions have huge implications for teacher education and teacher professional development. 相似文献
20.
This study is a detailed look at the level of understanding of fundamental ideas about blackbody radiation (BBR) among physics teachers. The aim is to explore associations and ideas that teachers have regarding blackbody radiation: a concept used routinely in physics and chemistry, which is necessary to understand fundamentals of quantum physics. In this explorative study, the responses of 106 high school physics teachers from 18 different cities in Turkey were examined using an online questionnaire during the 2014/2015 academic year. Male (88 %) and female (12 %) teachers with an average teaching experience of 17 years participated in this study. Teachers were asked about the concept of a “blackbody” and its radiation as well as about the closely related topics such as Wien’s law and the historic effect of understanding BBR on the development of modern physics. In this study, teachers’ spontaneous ideas about the BBR are depicted by “answer sculptures.” The answer sculpture is a new way of representing and categorizing responses provided by the participants. The analysis of answer sculptures revealed that the physics teachers’ factual knowledge and their conceptual understanding of the BBR are incomplete and even misleading. Here is what teachers we surveyed make of BBR as presented in our answer sculptures. This study is left at investigating teachers’ understandings of (1) blackbody radiation and (2) the significance of this scientific breakthrough. 相似文献