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1.
Research Findings: This study used teacher questionnaires to investigate the relationships of early childhood education teachers’ depressive symptoms, professional motivation, and job-related stress to their beliefs about children and teaching practices. Teachers (N = 207) were recruited from early childhood education programs in the southern United States. Path analyses showed that teachers who exhibited fewer depressive symptoms were more likely to have a career orientation to their jobs and indicated feeling less job-related stress. Teachers with a career orientation to their jobs were also more likely to have child-centered beliefs and endorse developmentally appropriate teaching practices. Teachers’ job-related stress, however, was not related to beliefs about children or teaching practices. Practice or Policy: These results suggest that teachers’ psychological and job-related well-being are linked to their beliefs about children and teaching practice in early childhood education. It is therefore important to provide support systems and preventive programs for teachers to enhance their well-being.  相似文献   

2.
Academically oriented teacher preparation, which prioritises subject matter knowledge for teaching, is still widely practised in Confucian societies. Few studies, however, have investigated the impact of this academic model on teaching practices in Confucian contexts. Drawing on interviews and classroom observations of six Chinese mathematics teachers, this study identifies the affordances and limitations of a typical academically oriented teacher preparation in today’s China. Although this helped the sampled teachers establish their initial self-efficacy for teaching it limited the teachers’ awareness of and their capacity for engaging all students to learn. The paper argues that academically oriented teacher preparation programmes in Confucian societies may need to reform their curricula so as to help their graduates advance both excellence and equity in education through their teaching.  相似文献   

3.
ABSTRACT

Two major concerns in mathematics teacher education are the role of subject matter knowledge and the development of self-efficacy in pre-service teachers. This article brings these issues together in an exploration of the interaction between pre-service teachers’ perceptions of their subject matter knowledge and their accounts of university and placement experiences as potential sources of self-efficacy. Reporting on a group of ten pre-service teachers in Norway, we explore variations in the ways in which they perceived the role of subject knowledge in relation to experience, particularly “mastery experiences”, over a period of nearly two years. We suggest that recognition of the role of “understanding why” in mathematics is crucial in the experience of mastery, and that there is a need to focus more on the role of subject matter knowledge in all sources of self-efficacy in teaching mathematics.  相似文献   

4.
Research Findings: The current article explores the relationship between teachers’ perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers’ executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers’ perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Practice or Policy: Many early childhood teachers do not receive sufficient training for handling children's challenging behaviors. Child behavior problems increase a teacher's workload and consequently may contribute to feelings of stress. However, teachers’ executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children's school readiness skills and teachers’ health.  相似文献   

5.
In the present study, we consider teachers' self-efficacy as indicator for teacher motivation on the teacher level and at the school-level. We examine the interplay of teachers' individual self-efficacy (subscales classroom management and instruction) with school-level efficacy and more-external school characteristics (collaboration, instructional leadership, and participation) when predicting teachers' self-reported cognitive activation and classroom management. Austrian TALIS 2018 data from 4255 teachers at 246 schools were analyzed. Multilevel analyses revealed relationships between teachers' self-efficacy and self-reported cognitive activation and classroom management both, at the teacher and school levels. For self-reported cognitive activation, no significant context effect or cross-level interaction was found. Classroom management differed depending on whether a teacher was situated in a low- or a high-efficacy school (context effect). Also, teacher collaboration moderated the association of teachers’ self-efficacy and their self-reported classroom management (cross-level interaction). The findings indicate the importance of addressing the school context when investigating teacher self-efficacy.  相似文献   

6.
Mainstream primary school teachers generally acknowledge the need to implement adaptive teaching; however, meeting a variety of students’ needs is a challenge. Studies have addressed the conditions under which teachers attribute their (in)capacities, but these have mainly involved vignettes. Therefore, it remains unknown whether teachers are capable of meeting their own students’ needs and what is of help or hindrance to them. The current study drawn from survey data obtained from 108 Dutch teachers addresses teacher-perceived (in)capacities to meet their students’ needs and perceived sources of help or hindrance in meeting them. Teachers’ self-efficacy beliefs were expected to partly explain teachers’ capacity. Results show that teachers feel fairly adequate in meeting students’ needs. They discern four sources of help or hindrance to which teachers attribute their success, including the teacher him/herself, student characteristics and school/working conditions. Attributions at the teacher and school levels were mostly related to teacher-perceived capacities rather than to teachers’ self-efficacy beliefs.  相似文献   

7.
Teachers’ attitudes, motivation and self-efficacy are aspects of their professional competence affecting students’ motivation and learning via instructional behavior. In the present study, school type-specific differences in these teacher competencies and their relation to instruction when teaching with texts and integrated pictures are analyzed, further focusing on effects of school subject and teaching experience. Teachers (N?=?265) of primary school, lower and upper track secondary school filled in questionnaires. Primary school teachers were less intrinsically motivated to teach text-picture integration than secondary school teachers. They showed more negative attitudes towards texts with pictures than upper track teachers and avoided discussing the picture to a higher degree. All teacher characteristics predicted instructional behavior, further school type-specific effects of the subject occurred. The results provide starting points for teacher training and the potential for further research concerning the support of students in class.  相似文献   

8.
Despite teacher self-efficacy and burnout’s influence on student outcomes, little research has been conducted on teacher self-efficacy and burnout in residential treatment schools. This study attempts to fill this need by examining the self-efficacy and burnout of teachers and paraeducators in a residential treatment school in the United States. We explore the relationships between educators’ perceptions of school supports and educators’ sense of self-efficacy and burnout Our results revealed that while educators’ perceptions of school supports were not related to educators’ sense of efficacy, there was a significant relationship between educators’ perceptions of school supports and reported levels of burnout. Educators who reported lower levels of school supports had high levels of burnout. We discuss implications for larger studies on this topic and for supporting educator well-being in residential treatment schools.  相似文献   

9.
This study examined the self-efficacy of Turkish Cypriot science teachers working at high schools in Northern Cyprus. The study sample was 200 science teachers who participated in the survey. The Teacher Self-efficacy (TSE) Scale was used as a data source. It was observed that the science teachers’ efficacy beliefs about student engagement in class; instructional strategies; and classroom management did not change depending on their years of teaching experience, and branch of science. Moreover, the teachers’ school level and faculty from which they graduated were significant predictors of their self-efficacy for student engagement and instructional strategies, but gender was not a significant predictor of teacher self-efficacy.  相似文献   

10.
ABSTRACT

Case studies have pointed out that teachers’ disciplinary knowledge affects their pedagogy; however, the results are not consistent. There is a need for quantitative research to examine the relationship between teacher knowledge and practice, particularly in social studies where content-specific studies are mostly qualitative. The authors used history as an example and surveyed all public and private junior high school social studies teachers in Taiwan to examine if disciplinary backgrounds significantly affect teachers’ knowledge, conceptions about the discipline, and their teaching practices. Hierarchical linear modeling analyses show that disciplinary backgrounds significantly affect teachers’ subject matter knowledge and pedagogy. Evaluations of effect sizes suggest that academic backgrounds can serve as useful proxies for teacher recruitment. The results also indicate that nature-revealing courses affect teachers’ subject matter knowledge and pedagogy.  相似文献   

11.
This article reports on an investigation of student teachers’ learning about education for sustainable development (ESD). Phenomenographic data were collected using open proformas and interviews from student geography teachers taking the University of Oxford Post‐Graduate Certificate in Education (PGCE) in 2003–2004. The data analysis focuses on what the cohort of student teachers perceived as their learning about ESD and the sources that contribute to it. Extracts from the data illustrate their conceptions of subject matter, regarding the relevance of sustainable development for school students, its complex and contested meanings, and the challenges it presents for learning and learners. Data on conceptions of pedagogy illustrate their depth of learning about the relationship between ESD subject matter and approaches and strategies in teaching and learning, and features of pedagogy that illustrate interactive teaching strategies. Various school and university‐based sources were identified by the student teachers as leading to specific aspects of learning about ESD, although many of the accounts illustrate a combination of sources. Implications of the findings for teacher education and research in ESD are also discussed.  相似文献   

12.
ABSTRACT

According to international benchmarks [Thomson, S., Wernert, N., O'Grady, E., & Rodrigues, S. (2017). TIMSS 2015: Reporting Australia's results. Retrieved from Camberwell, Victoria: www.acer.edu.au/timss], Australia’s science education is still in decline and so the need for further investigation into preservice teachers is warranted. Utilising data from a broader mixed methods doctoral study [Norris, C. M. (2017). Exploring the impact of postgraduate preservice primary science education on students’ self-efficacy. Retrieved from http://ro.ecu.edu.au/theses/2040], this paper investigates the type of science learner entering into postgraduate preservice primary teacher education and how different learner types influence teacher self-efficacy and their effectiveness to teach science [Bleicher, R. (2009). Variable relationships among different science learners in elementary science-methods courses. International Journal of Science and Mathematics Education, 7(2), 293–313. doi:10.1007/s10763-007-9121-8]. In this study, data was derived from a modified STEBI-B questionnaire and focus group discussions that provided a deeper insight into the survey data. Participants (N?=?274) were from a one-year Australian Graduate Diploma of Education Primary (GDEP) program. Bleicher’s (2009) research on ‘science learner types’, which included Fearful, Disinterested, Successful and Enthusiastic learners, was used as a theoretical framework to categorise the participants. The study identified a new type of learner (Not Clearly Identifiable, n?=?68), located in the middle of the other four categories, where individuals’ attitudes and beliefs towards science had changed due to life experiences between secondary school and their GDEP program. Statistical analysis showed science learner types did influence participants’ science teaching self-efficacy (STSE), giving suggestions for how this may affect tertiary teacher education courses.  相似文献   

13.
This mixed‐method study examined characteristics and predictors of teacher collaboration. Limited research exists that describes the characteristics of teacher collaboration, and surprisingly little work explains the ways in which teaching experience and teachers’ perceptions of the school environment influence teacher collaboration. Questionnaire data were collected from a sample of 118 elementary school teachers in six schools in a northeast urban school district, and interviews were conducted with administrators in each school. Three schools were in their second year implementing the Responsive Classroom ® (RC) approach, and three schools were comparison schools. Teachers reported collaborating approximately once or twice per month, generally with fellow grade‐level teachers about student‐centered topics. Teachers in RC schools reported more frequent formal collaboration than comparison school teachers. In regards to predicting teacher collaboration, teachers who used more RC practices and/or resources reported collaborating more, valuing collaboration to a higher degree, and perceiving greater involvement in school decision‐making, controlling for whether they taught at a RC school. Also, teachers’ perceptions of the school environment related positively to teacher collaboration. The current study adds to the understanding of teacher collaboration and its antecedents, contributing uniquely to the literature on how a school‐wide educational initiative is associated with teachers’ perceptions of their school environment as well as their collaborative behaviors and beliefs.  相似文献   

14.
Teachers’ self-efficacy and value represent two central components of their motivation. However, there is a scarcity of knowledge regarding the relevance of value for teaching quality and student outcomes, as well as the extent to which interrelations depend on contextual resources and demands. Engaging students in their learning is an essential aspect of teachers’ work which should promote warm and positive relationships between them and their students. Not only teachers’ self-efficacy for student engagement, but also the value they attach to being able to engage students, should be important for teacher-student relationship quality. Using longitudinal structural equation models, we analyzed relations between self-efficacy and value for student engagement, reported teacher-student relationships, and the potential moderating roles of perceived excessive work demands and the resource of school belonging. Data from 395 Australian teachers in primary and secondary schools encompassed 3 timepoints from the end of teacher education, during teachers’ early career (average 3 years teaching), and midcareer (average 10 years teaching). Informed by social cognitive, expectancy-value and job demands-resources theories, key findings revealed that teachers’ reported relationships with their students at midcareer were predicted only at low levels of perceived excessive demands, by early career self-efficacy and early career value in interaction with self-efficacy. At midcareer, value associated with teacher-reported relationships with students only at low levels of excessive demands, and school belonging. Conversely, perceived teacher-student relationship in early career predicted teachers’ value for student engagement at midcareer. Implications for theory, teacher education and teachers’ professional practice are discussed.  相似文献   

15.
This study compared the effects of social persuasion from parents and teachers on students’ self-efficacy in reading comprehension in English as a foreign language. Ninety-nine Grade 8 Chinese students in a secondary school in Hong Kong completed a questionnaire with six scenarios which tapped their self-efficacy after receiving positive and negative feedback that were described as coming from their teacher, mother and father. Students decreased their self-efficacy after receiving negative feedback and the source of feedback did not make a statistically significant difference. Conversely, positive feedback led to an increase in self-efficacy with the mother’s positive feedback leading to a higher increase in self-efficacy than feedback from the teacher and the father. No statistically significant difference was noted in the change in self-efficacy after receiving feedback from the father and the teacher. Parents and teachers should increase the use of positive feedback and decrease that of negative feedback. Implications for collaboration between teachers and parents in providing positive feedback on students’ academic performance were discussed.  相似文献   

16.
This study examined adolescents’ perceptions of peer and teacher supports in relation to internalized values, academic self-efficacy, efforts to learn, and goal orientations at the individual and classroom level in a sample of middle school (n = 169) and high school (n = 71) students from 6 schools (15 classrooms). Novel approaches to assessing classroom-level effects included use of coefficient of variation scores to capture consensus among student reports and use of cluster-robust standard errors to account for clustering. At the individual level, significance tests for indirect pathways and formal mediation indicated that relations between perceived peer expectations for prosocial behavior and effort and mastery orientation were mediated by internalized value; and, the relation between perceived emotional support from peers and effort was mediated by self-efficacy. At the classroom level, teachers who were perceived similarly by students with respect to provisions of emotional support also tended to have students who reported high levels of internalized value, and a high degree of student consensus concerning their teacher’s value for subject matter was related positively to their internalized value and effort. Consensus of student reports concerning internalized value was a negative predictor of performance orientation.  相似文献   

17.
This longitudinal study examined the extent to which teachers’ participation in a 3-year professional development program enhanced their self-efficacy and prompted changes in science instruction in the early elementary grades. The study used a mixed-methods design, and included 39 teachers who taught in kindergarten, first grade, or second grade classrooms in rural school districts. Data sources, administered pre-program and at the end of each year, included a self-efficacy assessment and teacher survey. Interviews and classroom observations provided corroborating data about teachers’ beliefs and science instruction. Results showed significant increases in teachers’ overall self-efficacy in teaching science, personal efficacy, and outcome expectancy efficacy during the 3 years. Gains in self-efficacy were correlated with changes in reported instructional practices, particularly student participation activities. However, changes in self-efficacy tended not to be correlated with changes in instructional time. Contextual factors beyond teachers’ direct control, such as curricular and testing requirements in mathematics and language arts influenced time allotted to science instruction.  相似文献   

18.
This study explores the effect of an innovative course examining Greek elementary student teachers’ (STs’) efficacy beliefs and self-confidence for curriculum-based teaching on ‘Studies for the Environment’ topics. These two variables are influencing teachers’ ability to teach environmental issues for young children. Five new factors were also examined for their influence on STs’ self-efficacy and self-confidence: the role of workshops and simulations, teacher–student interchange role, teaching observation, analysis of other teachings and student-assessed teaching. The study provides useful guidelines for teacher preparation programmes towards the implementation of textbook-free and curriculum-based teaching that maximise students’ learning. A pre/post/6 month-delay-post research design using both quantitative (STEBI and factors’ ranking) and qualitative (interviews) research tools were implemented in two cohorts of pre-service teachers (N1 = 25, N2 = 16). Quantitative data were subjected to significance testing and effect sizes analysis, and triangulated with bottom-up categories developed from interviews. Results indicate a considerable and durable increase in STs’ personal and outcome expectancy self-efficacy beliefs scores. In respect of the STs’ self-confidence, pedagogical content knowledge and especially its sub-factors of Studies for the Environment Pedagogy, reflection, and teaching experience were the most influential factors, while some inertia in the increase of self-confidence was also observed.  相似文献   

19.
This case study research reports on elementary (grade 8) and secondary school (grade 9) teachers’ participation in job-embedded, professional learning and engagement in collaborative inquiry. Teachers constructed an inquiry-oriented media literacy unit following the collaborative inquiry model. The current study sought to investigate how collaborative inquiry influenced their self-efficacy in literacy instruction, instructional and assessment practices. Qualitative data sources included researchers’ anecdotal notes, teacher interviews, and professional learning blog conversations. Inductive analyses of the data generated six major themes comprising enhancements to teachers’ literacy instructional and assessment practices, which were evident in their adoption of the backward-design model, use of success criteria, and greater emphasis on diagnostic and formative assessment. With respect to teachers’ self-efficacy, data analyses also revealed increased levels of intrinsic motivation, professional satisfaction, and reflective practice. This study provides evidence for the transformative potential and characteristics of school-based teacher collaborative inquiry and the resultant impacts on teacher learning.  相似文献   

20.
The preservice training of primary teachers is an opportunity to provide positive experiences which may ameliorate students' anxiety about science and science teaching, and enhance their beliefs that they may become effective science teachers. The previous and current science related experiences, and beliefs, of an intake of primary teachers participating in an introductory science content subject, were explored. Matter and energy concepts were major content components of the subject. Data were collected from pre- and post-test administrations of psychometric tests designed to measure students' science teaching self-efficacy, science related attitudes, interest in science teaching, and preferred learning environment. A randomly selected sample of students was interviewed at the commencement and finish of the subject. One third of the sample was assigned to a study group in which a constructivist approach to laboratorys sessions was adopted. The remainder of the sample experienced a more traditional transmissive format in laboratory sessions. Analysis of the quantitative data revealed no group differences in self-efficacy. Interesting contrasts between students evident in the data from the interviews facilitated the articulation of tentative assertions about the causative factors that may influence the development of students' sense of self-efficacy and possible science related anxiety. Specialisations: science teacher education, conceptual change, scientific reasoning. Specialisations: science teacher education, conceptual change, scientific reasoning.  相似文献   

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