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1.
Differences in teachers’ comments on classroom events as indicators of their professional development 总被引：1，自引：0，他引：1
This study aims at identifying indicators of schoolteachers’ professional development by learning teachers’ perceptual and thinking capabilities of classroom events as reflected in their comments. The analysis of comments produced by novice and expert teachers on videotaped lesson activities, based mainly on the grounded theory strategy, revealed that expert teachers are more sensitive towards certain instructional events and to general teaching strategy used by the model teacher than novice teachers. The findings of this study might be useful for promoting student teachers’ professional sensitivity towards relevant features of classroom instruction and atmosphere in pre-service teacher education programs. 相似文献
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Drawing on extant theorizing and research on reflective teaching, this paper discusses the impact of an innovative methods course designed around the activity of student teachers’ reflections on their own classroom discourse, for their understandings of the connections between theory and practice. Situated in the context of foreign language pre-service teacher education in Israel, and focusing on one aspect of a larger research study on the connections that student teachers make between theory and practice, this paper presents three exemplary cases of student teachers’ learning. The connections exhibited by these three student teachers between theory (principles of pedagogy) and practice (the classroom discourse patterns that characterized their teaching) were interpreted as: (1) understanding how practice fits theory; (2) connecting theory and practice to generate grounded theories of practice; and (3) developing practical theories. We discuss these findings as related to the idiosyncratic character of students teachers’ learning and to activities in teacher education that enhance reflection on the meeting between theory and practice. 相似文献
3.
Sandra J. Balli 《Teaching and Teacher Education》2011,27(2):245-251
This study focused on past excellent teachers’ classroom management strategies from the perspective of 148 pre-service teachers. The purpose of the study was to examine how pre-service teachers’ memories reflect classroom management models that are typically taught in teacher education coursework prior to their study of those models, as well as to explore memories that did not fit a particular model. Results indicated that pre-service teachers related episodes that clustered on establishing rules, but were less likely to relate experiences based on other strategies such as withitness, smooth transitions, or formal classroom meetings. Implications for teacher education are explored. 相似文献
4.
Ronald A. Beghetto 《Thinking Skills and Creativity》2007,2(1):1-9
The purpose of this study was to examine prospective middle and secondary teachers’ preferences for unique versus relevant student responses during classroom discussions. Results indicate that, on average, prospective teachers (N = 70) preferred relevance to uniqueness in student responses. In addition, results of regression analysis indicate that prospective teachers’ preference for unique responses varied as a function of grade level and academic subject area. Finally, analysis of written explanations revealed nuanced reasons for prospective teachers’ preferences ranging from viewing unique responses as potentially distracting to viewing any response as acceptable because of a desire to encourage student participation. Implications for future research and teacher education are discussed. 相似文献
5.
This study concerns the relation between teachers’ beliefs towards teaching behaviour and their actual teaching behaviour in teacher portfolio assessment. We analysed the beliefs and behaviour of 18 teachers as described in their portfolios. In addition, each portfolio was independently assessed by two trained raters on eight content standards and the teachers’ classroom behaviour was assessed by their own students in a questionnaire (n=317). Linear multilevel analysis showed that part of the raters’ assessments of the teachers’ beliefs and their behaviour as described in their portfolios was significantly related to the students’ assessments of their teachers’ behaviour. Teachers with high raters’ assessments on the content standard about ‘choosing and arguing for teaching strategies that meet students’ knowledge, abilities and experience’ had significantly higher student assessments than teachers who were judged low on this standard. Implications of the results and suggestions for further research are discussed. 相似文献
6.
Alysia D. Roehrig Catherine M. Bohn Jeannine E. Turner Michael Pressley 《Teaching and Teacher Education》2008
In exploring the potential for mentoring to support novice teachers’ use of effective teaching practices, we conducted a grounded theory analysis about change potential. Themes emerging from cross-case analysis of survey, interview, and observation data from six beginning primary teachers in the US and their mentors revealed factors, other than type of mentoring programme, that related to beginning teachers’ success in improving classroom practices. More effective beginning teachers’ mentors had more experience as mentors and were more effective teachers than other mentors. More effective beginning teachers communicated more with mentors, more accurately self-reported use of effective teaching practices, and were more open to mentoring. 相似文献
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Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities 总被引：2，自引：0，他引：2
Sonia Q. Cabell Jamie DeCosterJennifer LoCasale-Crouch Bridget K. HamreRobert C. Pianta 《Early childhood research quarterly》2013
This exploratory study examined the extent to which the effectiveness of instructional interactions varies among classroom social settings (i.e., large group, free choice, meals, and routines), learning activities (i.e., shared reading, literacy, math, science, social studies, and esthetics), or their combination. Participants were 314 preschool teachers primarily serving children from low-income backgrounds. Instructional interactions were measured in multiple cycles across one day of classroom observation as teachers engaged in a variety of settings and learning activities. Linear mixed models indicated that the effectiveness of teachers’ instructional interactions was generally higher in the large group setting than in free choice, meals, and routine settings. When considering settings and learning activities in combination, teachers displayed the most effective global instructional interactions when leading science activities in large group or free choice settings, and the most effective literacy-focused interactions during large group literacy activities. 相似文献
10.
This study investigates the extent to which students from Australia, Israel, and China report that their teachers’ classroom disciplinary behaviour affects their attitudes towards schoolwork and the teacher. They also report how justifiable a teacher's intervention appeared. In all three settings, both punishment and aggression relate significantly to the level of students’ distraction and negative affect towards the teacher. Teachers’ recognition of responsible behaviour and discussion with students relate to less distraction and greater belief that the intervention was necessary. Hinting and the involvement of students in classroom discipline decision making relate to a stronger belief that the disciplinary actions taken are warranted. Implications are discussed. 相似文献
11.
This paper presents the first phase of a study in teacher education, which explored how a conceptual framework for creativity with information and communication technology (ICT) might be developed and expressed in professional development for primary education pre-service and newly qualified teachers. The Creativity and Professional Development Project (C&PD) involved 16 education ICT specialists in the final stage of their BA in an English University. They participated in the project to investigate their classroom practice in the use of ICT to promote creativity in the making of digital video movies, and to reflect upon the development of their pedagogy with ICT in primary classrooms. The analysis focuses on the student teachers’ experience of engaging in creative activities to prepare, teach and evaluate a school-based project, and identified themes of their understandings and personal experience of creativity, the contribution of ICT, and their reflections on professional development. This analysis raises the issue of designing learning experiences, which promote and support creativity with ICT in the context of teacher learning. A conceptual framework to describe creative practices with ICT in teacher education was developed from the study. 相似文献
12.
This study is aimed at teachers’ classroom practices and their beliefs and emotions regarding the inclusion of deaf or hard of hearing (d/hh) students in mainstream secondary schools. Nine teachers in two schools were interviewed about the inclusion of d/hh students. These teachers were found to consider the d/hh students’ needs in their teaching practice. However, they showed less willingness to be considerate when the student showed a negative work attitude. With regard to teachers’ emotions, positive as well as negative emotions were reported, like enjoyment and frustration. Based on our findings, teachers’ pedagogies in inclusive classrooms are discussed. 相似文献
13.
Dorene Ross Alyson Adams Elizabeth Bondy Nancy Dana Stephanie Dodman Colleen Swain 《Teaching and Teacher Education》2011,27(8):1213-1222
This qualitative study was designed to examine teachers’ and principals’ perceptions of the impact of a graduate program designed to prepare teacher leaders. Impact was investigated through interviews with 20 graduates and 6 principals. Using Mezirow’s concept of transformational learning, the study documents perceived transformation of teachers’ frames of reference: two related to teaching (adopt an inquiry stance; learn to view oneself as an autonomous professional), and two related to leadership (adopt a leadership stance; view student learning as a communal responsibility). The study includes implications for the design of graduate level teacher education programs to enhance their impact and effectiveness. 相似文献
14.
Preschool teachers’ job stressors have received increasing attention but have been understudied in the literature. We investigated the impacts of a classroom-based intervention, the Chicago School Readiness Project (CSRP), on teachers’ perceived job stressors and confidence, as indexed by their perceptions of job control, job resources, job demands, and confidence in behavior management. Using a clustered randomized controlled trial (RCT) design, the CSRP provided multifaceted services to the treatment group, including teacher training and mental health consultation, which were accompanied by stress-reduction services and workshops. Overall, 90 teachers in 35 classrooms at 18 Head Start sites participated in the study. After adjusting for teacher and classroom factors and site fixed effects, we found that the CSRP had significant effects on the improvement of teachers’ perceived job control and work-related resources. We also found that the CSRP decreased teachers’ confidence in behavior management and had no statistically significant effects on job demands. Overall, we did not find significant moderation effects of teacher race/ethnicity, education, teaching experience, or teacher type. The implications for research and policy are discussed. 相似文献
15.
Mapping the classroom emotional environment 总被引：1，自引：0，他引：1
Shane T. Harvey David Bimler Ian M. Evans John Kirkland Pia Pechtel 《Teaching and Teacher Education》2012
Harvey and Evans (2003) have proposed that teachers’ emotional skills, as required in the classroom, can be organized into a five-dimensional model. Further research is necessary to validate this model and evaluate the importance of each dimension of teacher emotion competence for educational practice. Using a statistical method for mapping psychological constructs, teachers’ emotional practices were transformed into a ‘map’ with three spatial dimensions, which was supported by comparative validity checks. The nature of emotional practice was further investigated by administering a Q-Sort of emotional practice items to 100 teachers. Ten highly applicable clusters of emotional behavior across six profile patterns with teachers were identified. Authors’ model and the applicability of emotions were generally supported. 相似文献
16.
Employing the concepts of emotional labour and emotional rules, the present study explored the emotional rules governing teachers’ work in the context of Mainland China. This showed that teachers can be seen as emotional workers in teaching and there are four emotional rules for Chinese teachers’ feelings and emotional expressions. For Chinese teachers, teaching contains a salient component of “heart-consuming” labour (caoxin). They rationally instrumentalise their emotional experience and expression to follow the professional and ethical norms in teaching. Because of this, the nature of teachers’ emotional labour and emotional rules in the context of Chinese culture is discussed. 相似文献
17.
This study explored whether and how teachers’ beliefs about moral values are reflected in the student-teacher relationships (i.e. levels of control and affiliation in teachers’ and students’ perceptions of this relationship), and in teachers’ cultural competence. A positive association was found between teachers’ paternalist beliefs and their own perceptions of control. A negative association was found between teachers’ liberal beliefs and students’ perceptions of affiliation. Positive associations were found between teachers’ liberal beliefs and the metacognitive and motivational components of cultural competence. We discuss the implications for preparation of teachers to reflect on the manifestations of their beliefs in practice. 相似文献
18.
A questionnaire study with 401 grade 8 and 9 students from academic-track secondary schools in Germany examined the hypotheses that the more students experience their teachers’ behavior toward them personally to be just, the better their individual experience of class climate, and that the belief in a just world (BJW) is positively related to both student experiences. Class climate was assessed in terms of two second-order dimensions: classroom climate (e.g., willingness to learn) and student climate (e.g., community). Multilevel analyses revealed that the more the students evaluated their teachers’ behavior toward them personally to be just, the more positively they evaluated the classroom and student climate. Moreover, students with a strong BJW tended to evaluate their teachers’ behavior toward them personally to be more just and the climate of their class to be more positive. Furthermore, the experience of teacher justice partly mediated the BJW’s effect on the climate evaluations. Thus, a strong BJW seems to function as a personal resource for students, explaining significant parts of their individual experience of both teacher justice and class climate at school. Most importantly, individually experienced teacher justice seems to be a significant factor when it comes to understanding class climate. Implications are discussed. 相似文献
19.
E. Pakarinen K. Aunola N. Kiuru M.-K. Lerkkanen A.-M. Poikkeus M. Siekkinen J.-E. Nurmi 《Contemporary educational psychology》2014
This study examined the cross-lagged associations between the quality of classroom interactions and children’s behaviors in achievement situations. The achievement behaviors in challenging test situations of 166 Finnish children from 70 classrooms were rated by trained testers in grades 1 and 2. The quality of classroom interactions in terms of emotional support, classroom organization, and instructional support were observed in 25 classrooms (out of 70) in grades 1 and 2. The results of multilevel modeling showed that classroom teachers’ low emotional support predicted children’s subsequent high passive avoidance, whereas high classroom organization and instructional support predicted children’s high social dependence. Furthermore, the more children showed active task avoidance, the more emotional and instructional support and classroom organization teachers showed later on in the classroom. The findings emphasize the importance of warm and supportive classroom interactions for children’s adaptive achievement behaviors. The results also suggest that teachers adapt their classroom interactions with respect to children’s active task avoidance. 相似文献
20.
Teachers in community-based or home-based schools in Afghanistan play a critical role in extending access to education to children who are unable to access the government schools, especially girls. These teachers—men and women—are nominated by the community to teach, without necessarily having teaching experience or even completing their own education. Whilst they may feel under-confident about their teaching skills and need ongoing professional development and support, these teachers nonetheless have a strong sense of their roles in the community, especially with respect to guiding children in their faith and promoting children's ‘tarbia’ (moral and ethical character) and well-being. This paper draws on qualitative data collected though the Healing Classrooms Initiative of the International Rescue Committee (IRC). Using interview and questionnaire responses it presents home-based school teachers’ experiences and beliefs about education and the role of the teacher, and discusses how these constitute alternative qualifications in the context of early reconstruction in Afghanistan. 相似文献