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1.
Mansoor Tavakoli 《Teachers and Teaching》2017,23(6):674-688
This study investigated Iranian high school teachers’ conceptions of effective teaching and examined the relationship of those conceptions to their teaching practices. The authors tried to achieve the purpose through questionnaires, observation, and interview. These teachers identified ‘being student-focused’ and ‘being exam-oriented’ as the most important indicators of effectiveness. ‘Encouraging the students’ involvement in learning,’ ‘being exam-oriented,’ and ‘using the novelty of methods’ were identified as the most common teaching practices. A high consistency between the teachers’ conception of effective teaching and their corresponding teaching practices was observed. Interview and observation confirmed the results of the survey. Implications for teacher professional development, teaching standards, and teacher improvement are discussed. 相似文献
2.
This study investigated the relations between teachers’ emotions in teaching and their approaches to teaching in individual
courses. It is derived from two fields of study that have hitherto been largely unconnected in higher education. While the
research literature shows (a) a range of variables are related to the teaching approaches that teachers adopt and that these
approaches are related to the quality of their students’ learning, and (b) that the emotional experience of teachers is an
important factor in teaching, no studies have been reported on the connections between emotions and approaches in teaching
in higher education. Two self-report questionnaires: the Approach to Teaching Inventory-Revised and the Emotions in Teaching
Inventory, were completed by a sample of 175 Australian higher education teachers. The results suggest that there are significant
relations between the ways teachers emotionally experience the context of teaching and the ways they approach their teaching,
with positive emotions being associated with student-focused teaching approaches and negative emotions with transmission approaches.
The relations help explain why new teaching strategies may not be successful or not even adopted. 相似文献
3.
Edilson Arenas 《高等教育研究与发展》2009,28(6):615-628
There is empirical evidence that teachers’ intentions concerning what students should learn, teachers’ beliefs about teaching and teachers’ conceptions of, and approaches to, teaching within a specific context are closely related to the resulting quality of teaching. Following this line of reasoning, I argue in this paper that despite extensive research about good practice teaching international students, it is still unclear what constitutes good practice within this specific context. This research uses empirical data to determine how teachers may improve their understanding of, and adapt their teaching to, diverse groups of international students to meet emergent demands. A sample of 20 academics teaching international students in a medium‐sized regional Australian university participated in the study by responding to the widely used Approaches to Teaching Inventory. Results show that in this sample teachers tend to adapt their teaching approaches to match the context and, to some extent, slightly tend towards a knowledge transmission, teacher‐focused approach to teaching. An understanding of this may be used to implement staff development programmes for teaching practices that promote a student‐focused approach to teaching to encourage knowledge creation and conceptual change when teaching international students. 相似文献
4.
Charlotta Nordlöf Gunnar E. Höst Jonas Hallström 《Research in Science & Technological Education》2017,35(2):195-214
Background: From previous research among science teachers it is known that teachers’ attitudes to their subjects affect important aspects of their teaching, including their confidence and the amount of time they spend teaching the subject. In contrast, less is known about technology teachers’ attitudes.
Purpose: Therefore, the aim of this study is to investigate Swedish technology teachers’ attitudes toward their subject, and how these attitudes may be related to background variables.
Sample: Technology teachers in Swedish compulsory schools (n = 1153) responded to a questionnaire about teachers’ attitudes, experiences, and background.
Methods: Exploratory factor analysis was used to inwvestigate attitude dimensions of the questionnaire. Groupings of teachers based on attitudes were identified through cluster analysis, and multinomial logistic regression was performed to investigate the role of teachers’ background variables as predictors for cluster belonging.
Results: Four attitudinal dimensions were identified in the questionnaire, corresponding to distinct components of attitudes. Three teacher clusters were identified among the respondents characterized by positive, negative, and mixed attitudes toward the subject of technology and its teaching, respectively. The most influential predictors of cluster membership were to be qualified for teaching technology, having participated in in-service-training, teaching at a school with a proper overall teaching plan for the subject of technology and teaching at a school with a defined number of teaching hours for the subject.
Conclusions: The results suggest that efforts to increase technology teachers’ qualifications and establishing a fixed number of teaching hours and an overall teaching plan for the subject of technology may yield more positive attitudes among teachers toward technology teaching. In turn, this could improve the status of the subject as well as students’ learning. 相似文献
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6.
Sophie Goldingay Greer Lamaro Haintz Juliana Ryan Danielle Hitch Susie Macfarlane 《高等教育研究与发展》2017,36(5):975-988
The marketisation of higher education (HE) has created a number of tensions and ideological dilemmas that may influence how academics see their roles and teaching practices. This paper explores how academics in the discipline of social work (who were also in leadership roles) perceive their roles and identities and manage the tensions and dilemmas that arise for them as teachers in the current HE environment. Unless the tensions and dilemmas are articulated, it is not possible to understand and manage their impact on academics. This may lead to the loss of quality learning experiences for students and lower workplace satisfaction. This paper addresses the research question: were there ideological dilemmas experienced by social work academics in the current environment and if so, what subject positions did they adopt in response to these? A discursive psychology approach was used to answer this question. Data showed a range of ideological dilemmas represented by each of the different subject positions adopted. The paper concludes with questions for readers to consider, generating ideas for transferring understanding of these ideological dilemmas into positive action within the workplace. 相似文献
7.
《师资教育杂志》2012,38(3):245-259
Asking newly qualified teachers (NQTs) to provide images of their ‘best teaching’, and encouraging subsequent reflection on these images, has the potential to enhance their understanding of themselves as teachers as they explore their often unconsciously held assumptions about students and classrooms. This paper reports aspects of a study of 100 New Zealand secondary NQTs as they constructed and explained images of themselves when ‘teaching at their best’ at three points over the first 18 months of full-time teaching. The article shows how these images of ‘best teaching’ may represent the NQTs’ pedagogical creed, and explores the nature of relationships and ways of working with students described within this developing pedagogy. It concludes by indicating implications from this study for teacher education pedagogies and programmes. 相似文献
8.
Michael Prosser Elaine Martin Keith Trigwell Paul Ramsden Heather Middleton 《Instructional Science》2008,36(1):3-16
There has been a growing research debate over the relations between university teaching and research. This paper contributes
to that debate by describing the variation in the way university academics’ experience research, then linking that empirical
evidence with previous work to explicate the relations between variation in research, teaching, and understanding of the subject
matter being taught. Previous investigations have shown that conceptual change/student-focussed approaches to teaching are
associated with clear articulation of the important aspects of the subject matter being taught, how those aspects relate to
each other, and how the teacher situates their understanding of the subject matter in the field as a whole. However, teachers
who were unable to explain their understanding of their subject matter in these ways were more likely to experience their
teaching as a process of information transfer from a teacher-focussed perspective. Since the characteristics of the first
type of understanding subject matter resemble processes underlying the experience of active researchers, these findings seemed
to justify a more intensive search for evidence of the link between effective university teaching and research. Interviews
have been conducted with 37 university teachers who had strong publication and grant success records and who were teaching
and researching in similar topic areas. They represent a range of disciplines and universities, and from both the UK and Australia.
The study methods and results are described and we conclude that qualitative variation in the experience of research is related
(a) moderately to experience of teaching and (b) strongly to experience of understanding the subject matter.
相似文献
| Keith TrigwellEmail: |
9.
Nancy Law 《Education and Information Technologies》2009,14(4):309-323
The key concern driving policy and community interest in the pedagogical integration of ICT is the premise that ICT is important
for bringing changes to classroom teaching and learning, so as to foster the development of students’ 21st century skills.
An important concept underpinning the design of the SITES 2006 study is the pedagogical orientation of the teacher, which
can be broadly conceptualized as traditionally important or 21
st
century oriented. The latter can be further differentiated into lifelong learning and connectedness oriented. Indicators were created to measure teachers’ pedagogical orientation based on their espoused curriculum goals,
teacher practices and student practices. Results from this study shed light on whether there is evidence that 21st century
pedagogy as identified in the literature and in innovative practices can be found more generally in random samples of teachers
in countries participating in SITES 2006. Relationship between ICT use and pedagogical practice in mathematics and science
classrooms is reported and the associated policy implications are discussed. 相似文献
10.
Timothy Teo 《Interactive Learning Environments》2017,25(4):513-527
Prior research has attempted to incorporate different personal variables within extant theories of technology acceptance models (TAMs). This study further extends TAM by incorporating teachers’ conceptions of teaching and learning (CoTL) in two forms: constructivist and traditional conceptions. The moderating effects of teachers’ demographic variables including age, gender, teaching experience, teaching level, and technology experience were tested. Our findings demonstrated that incorporating CoTL could provide a richer and more nuanced understanding of technology acceptance, although no moderating effects on any demographic variables were found. 相似文献
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Over the last 50?years, there has been ample research dedicated to mathematics anxiety in contexts of teaching and learning. However, there has been less attention focused on pre-service teachers’ anxieties about teaching mathematics in classroom settings. This study analyzed pre-service teachers’ reflections at the conclusion of an elementary mathematics field experience in order to determine common themes surrounding anxiety-related events based on mathematics practice-teaching experiences. Through qualitative analysis of pre-service teachers’ reflections using open and axial coding, three categories and ten themes surrounding elementary pre-service teachers’ anxiety-related events based on mathematics practice-teaching experiences emerged. Some of the themes presented were ones that increased pre-service teachers’ anxieties for teaching mathematics, whereas other themes reflected aspects of the field experience that decreased anxiety for teaching mathematics. Based on the themes revealed in this study, suggestions for strategies and materials that could be developed for university mathematics methods courses are discussed. Novel perspectives for considering mathematics teaching anxiety, such as locus of control and future time perspective, are shared. 相似文献
13.
Siebrich de Vries Wim J.C.M. van de Grift Ellen P.W.A. Jansen 《Teachers and Teaching》2013,19(3):338-357
Teachers’ continuing professional development (CPD) can improve teacher quality and teaching practice, yet teachers differ greatly in the extent to which they engage in CPD. In extensive research into which factors affect teachers’ participation in CPD, the effects of teachers’ beliefs have received limited attention, despite their strong influences on people’s working and learning. Teachers’ beliefs about learning and teaching in particular influence their teaching practices. Does a comparable relationship exist between these beliefs and teachers’ own learning or participation in CPD? To explore this relationship, 260 Dutch secondary school teachers completed a survey that focused on the teachers’ student-oriented and subject matter-oriented beliefs, as well as on teachers’ updating, reflective and collaborative activities. Because teachers’ characteristics reflect both belief dimensions, this study relied on cluster analysis, which revealed three distinct belief profiles. These results indicated that teachers’ beliefs about learning and teaching relate to their participation in CPD: the more a teacher’s profile is student oriented and subject matter oriented, the higher his or her participation in CPD. The results have implications for enhancing teachers’ reflections on their beliefs about learning and teaching, in conjunction with participation in CPD. 相似文献
14.
Watching oneself teach – long-term effects of teachers’ reflections on their video-recorded teaching
Eva-Marie Harlin 《Technology, Pedagogy and Education》2014,23(4):507-521
This study examines changes in teaching habits reported by teachers when they see themselves on video. It is a longitudinal study in which 43 student teachers participated in the first step during their teacher education. When the teachers saw themselves teaching, they were surprised by certain habits and wrote that they wanted to change them. Two years later, eight of these teachers video recorded their teaching again. The interpretation is based on pragmatic philosophy and Mead’s concepts of ‘I’ and ‘me’. In the interviews, it becomes clear that the majority of the teachers in different ways had changed their habits. It is not only a question of new habits but also of the refinement of previous habits. Four categories of changed habits are presented: shift in the opportunity to speak in favour of the participants, reduced service orientation, reduced control, and building relationships. 相似文献
15.
Mathias Krammer Peter Rossmann Angela Gastager Barbara Gasteiger-Klicpera 《欧洲师范教育杂志》2018,41(4):463-478
The present study examined the impact of teacher team composition on characteristics and attributes regarded as necessary for effective cooperative teaching. The study focused on potential differences between self-selected teacher teams and teams composed by the school administration. The central assumptions were that teachers working in self-selected teacher teams show more positive ratings of enjoyment, shared responsibility, job satisfaction and collective self-efficacy expectations than teachers who worked in institutionally composed teams. In order to investigate these hypotheses, an online survey was created. 321 language arts teachers participated in the survey. MANCOVA revealed significant differences in the dimensions ‘shared responsibility’ and ‘enjoyment with the co-teaching process’, where teachers from self-selected teaching teams showed significantly more positive ratings. These results support the assumption that self-selection of the team-mate is helpful for establishing compatible teaching teams, but does not necessarily lead to a higher quality of collaborative teaching. 相似文献
16.
P. Holt Wilson Paola Sztajn Cyndi Edgington Jere Confrey 《Journal of Mathematics Teacher Education》2014,17(2):149-175
In the past decade, research on learning trajectories has progressed from an agenda for research on student learning to include an agenda for research on teaching. In this paper, we use a design experiment to examine a professional development program created to support teacher learning of one learning trajectory. Using a re-interpretation of Ball and colleagues’ mathematics knowledge for teaching framework, we conducted a retrospective analysis to examine how a purposefully selected sample of three teachers used their knowledge to participate in discussions of the professional learning tasks designed to support teacher learning of the trajectory. Findings indicate that professional learning tasks focusing on pedagogical content knowledge present in learning trajectories also allow for teacher learning of subject matter knowledge; this learning is mediated by teachers’ prior mathematics knowledge for teaching. We conclude with considerations for researchers and professional developers seeking to support teachers in learning about learning trajectories. 相似文献
17.
《师资教育杂志》2012,38(4):344-358
Career-long teacher learning is essential to the teaching profession because it is strongly connected with teacher quality and practices. Student teachers in the first stage of their career-long learning continuum, however, vary in the extent to which they participate in learning activities. This study explores the relationship between beliefs about learning and teaching and participation in learning activities among student teachers, in a school-based teacher education setting for secondary education in the Netherlands. The results indicate that student teachers vary in their beliefs. Structural equation modelling analysis shows that pupil-oriented beliefs are positively related to self-reported participation in learning activities; no relationship emerges between subject matter-oriented beliefs and learning. A cluster analysis reveals two distinct belief profiles, and the findings confirm the relationship to participation in learning activities. Implications for teacher education programmes intended to enhance the chances that their student teachers will become pupil-oriented, career-long learning professionals are discussed. 相似文献
18.
The ability to express oneself clearly in both a mother tongue and a foreign language is a foundation principle of the new national curriculum in Estonia. Therefore, research was conducted to determine whether there was a possible relationship between English as a foreign language (EFL) teachers’ perceptions of effective teaching and the contextual evaluation of the school. The aim of this article is to describe the relationship between the perceptions of school climate and effective teaching among EFL teachers. The study revealed that EFL teachers’ perceptions of the school climate correlate to some extent with their perceptions of effective teaching practices, with some differences between teachers of Estonian-language schools compared with those of Russian-language schools. The research also highlighted that senior management should place more emphasis on creating a cooperative school climate for developing a learner-centred teaching approach as one of the foundation principles of the new national curriculum. 相似文献
19.
Eija Pakarinen Marja‐Kristiina Lerkkanen Anna‐Maija Poikkeus Martti Siekkinen Jari‐Erik Nurmi 《教育心理学》2011,31(1):37-53
This study examined the extent to which kindergarten children’s academic pre‐skills are associated with their teachers’ subsequent teaching practices. The pre‐skills in reading and math of 1268 children (655 boys, 613 girls) were measured in kindergarten in the fall. A pair of trained observers used the Classroom Assessment Scoring System instrument to observe 49 kindergarten teachers on their emotional support, classroom organisation and instructional support in kindergarten in the spring. The results of the multilevel modelling showed that low levels of academic pre‐skills in kindergarten classrooms in the fall predicted high classroom quality in the classrooms later on. The results suggest that the overall level of children’s academic pre‐skills in the classroom plays an important role in the ways in which teachers adapt their instructional practices to the needs of a particular classroom. 相似文献
20.
Colin O’Byrne Gwynaeth McIntyre Celia Lie Sheena Townsend Benjamin Schonthal 《Tertiary Education and Management》2013,19(4):351-361
Abstract There is increasing interest in how academic development of various kinds influences university teaching and student learning. To date the focus has been on formal, expert-led opportunities to learn how to teach. Our institution has developed a less formal, participant-led forum for teaching staff that was initially established to share ideas on teaching techniques and skills. We report here on participant-led research that explores if and how this model of group learning works, and how it might relate to other models that have been applied to tertiary teaching development. Authors adopted a self-study research framework incorporating a collaborative autoethnography. The data emphasises how participants use this forum as a community of practice, as a means for deep engagement with learning about teaching, and as a means to rationally manage their learning against a backdrop of challenges associated with learning to teach in research-led higher education. 相似文献