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1.
《Teaching and Teacher Education》1993,9(4):373-383
In broad terms this study investigated how the social organization of schools affects and is affected by the structures within which teachers find themselves: in essence how teachers shaped their reality. In particular this investigation was concerned with high school foreign language (FL) teachers' perceptions of their work environment; specifically how FL teachers in differing school contexts defined FL instruction and the manner in which these contextual definitions associated with their classroom behavior. Many previous investigations have focused on the relationship of teachers' classroom behavior and student outcomes. This study instead asked what the organizational antecedents for teachers' classroom practices are by documenting high school FL teachers' technical cultures—the processes designed to accomplish an organization's goals (Lortie, 1975; Rosenholtz, 1989). 相似文献
2.
This mixed methods study examined teachers' perceptions of creativity using Social Cognitive Theory factors (e.g., personal, behavioral, and environmental). When describing hindrances to creativity, teachers often discussed macro-environmental factors, yet when explaining or defining creativity, teachers often used personal and behavioral characteristics. Teachers did not seem to hold limited views on who can be creative or that creativity always results in products; however, some teachers' conceptions were too vague to guide the explicit facilitating of creativity. Compared to in-service teachers, pre-service teachers expressed more optimism in their future environmental support and lower self-efficacy for developing creative thinking. 相似文献
3.
Sang Hoon Bae Ji Hoon Song Sunyoung Park Hye Kyoung Kim 《Performance Improvement Quarterly》2013,26(3):33-58
This research examined the structural relationships among transformational leadership, work engagement, knowledge creation practices, and the level of creativity among the teachers in career and technical education (CTE), and investigated the mediating role of work engagement and knowledge creation practices in explaining the association between transformational leadership and the level of teachers' creativity. A total of 304 responses from CTE school teachers were analyzed. The structural equation modeling (SEM) method was employed. Transformational leadership was found to have positive impacts on work engagement and knowledge creation practices of teachers, but no direct relationship was found between transformational leadership and the level of teachers' creativity. Teachers' work engagement and knowledge creation practices were respectively associated with their perceived creativity levels. Therefore, work engagement and knowledge creation practices of teachers may be considered as mediating factors in the relationship between transformational leadership and teacher's creativity. To promote teachers' creativity, transformational leadership should be complemented by a school climate where teachers' work engagement and knowledge creation are encouraged. 相似文献
4.
Although researchers consider them powerful, teacher policy advocates are among the least studied stakeholders in U.S. public education reform today. Although plenty of attention has been given to the impact of policy on teachers' work, little research explores how teachers interpret or interact with policy. Drawing on the work of Spillane, Reiser, and Reimer (2002) on teachers' policy implementation and Coburn's (2001) work on teachers' collective sense-making of policy, this qualitative study examines the different ways in which five teachers interpreted, translated, and enacted a response to ESSA. The findings describe how contextual factors influence teachers' relationship with education policy: (a) structural supports for grassroots involvement via social networks are instrumental in mobilizing teachers, and (b) unless a more bottom-up approach is taken that enables teacher agency, sense-making, and advocacy, top-down school policies will continue to hold limited promise. The paper concludes with implications for understanding how teachers are indeed policy advocates. 相似文献
5.
The roles and development needs of teachers to promote creativity: A systematic review of literature
A systematic review of 210 educational research, policy and professional literature between 2005–2011 identified only 17 publications that met the inclusion criteria and contained findings relating to teachers' roles in promoting creativity, and 18 on how teachers can be supported for this. The evidence suggests that teacher skills, attitudes, willingness to act as role model, awareness of learners' need, flexible lesson structure, particular types of classroom interaction are important for teaching for creativity. Review highlighted importance of school culture in supporting or impeding creativity, need to elicit teachers' conceptions of creativity, teachers developing their own creativity;, working co-constructively with a mentor, and the importance of action research and reflection. 相似文献
6.
This study considers the potential for advanced mathematical studies to impact pre-service teachers' beliefs about mathematics. Results show that, after completing a degree which includes advanced mathematical studies, many prospective teachers' beliefs still reflect limited interpretations of key terminology and do not value the theoretical and conceptual network underpinning the rules and procedures of secondary mathematics. Many of their beliefs about the nature of mathematics also fail to recognise its capacity to stimulate analytical thought and creativity. In cases where pre-service teachers showed evidence of well-developed beliefs, the study explores the role of their advanced mathematical studies in this development. 相似文献
7.
Paul Hennissen Frank Crasborn Niels Brouwer Fred Korthagen Theo Bergen 《Teaching and Teacher Education》2010
In the context of developing mentor teachers' use of supervisory skills, two consecutive studies were conducted, using stimulated recall. Firstly, with eight participants, an instrument was developed to categorize contents of interactive cognitions. Secondly, with 30 participants, the instrument was applied to uncover contents of mentor teachers' interactive cognitions, before and after training in supervisory skills. After training, mentor teachers demonstrate an increased awareness of their use of supervisory skills. This indicates that mentor teachers not only seem to emphasize pupil learning and needs when conducting a mentoring dialogue, but simultaneously focus on their own supervisory behaviour. 相似文献
8.
This study examined Chinese and US middle-school science teachers' perceptions of autonomy support. Previous research has documented the link between teachers' perceptions of autonomy and the use of student-oriented teaching practices for US teachers. But is not clear how the perception of autonomy may differ for teachers from different cultures or more specifically how motivation factors differ across cultures. The survey measured teachers' motivation, perceptions of constraints at work, perceptions of students' motivation, and level of autonomy support for students. Exploratory factor analysis of responses for the combined teacher sample (n?=?201) was carried out for each of the survey assessments. Significance testing for Chinese (n?=?107) and US (n?=?94) teachers revealed significant differences in teachers' motivation and perceptions of constraints at work and no significant differences for perceptions of students' motivation or their level of autonomy support for students. Chinese teachers' perceptions of constraints at work, work motivation, and perceptions of student motivation were found to significantly predict teachers' autonomy support. For the US teachers, teacher motivation was the only significant predictor of teachers' autonomy support. A sub-sample of teachers (n?=?19) was interviewed and results showed that teachers in both countries reported that autonomy was important to their motivation and the quality of science instruction they provided to students. The primary constraints on teaching reported by the US teachers related to materials and laboratory space while the Chinese teachers reported constraints related to the science curriculum and standards. 相似文献
9.
This study continues research previously conducted by a nine‐university collaborative, the Salish I Research Project, by exploring science teachers' beliefs and practices with regard to inquiry‐oriented instruction. In this study, we analyzed the relationship among secondary science teachers' preparation, their beliefs, and their classroom practices after completion of a course designed to provide authentic inquiry experiences. From Teacher Pedagogical Philosophy Interview data and Secondary Science Teacher Analysis Matrix observational data, we analyzed links between the teachers' conveyed beliefs and observed practice regarding the teachers' actions (TA) and students' actions (SA). Also presented is a listing of teachers' perceived influences from university preparation course work. Results indicated that 7 of the 8 teachers professed a belief in teacher‐centered or conceptual style with regard to TA and SA. The observational results indicated that 7 of the 8 teachers displayed a teacher‐centered or conceptual style with regard to TA and SA. Inconsistencies between interview and observational data were unexpected, as half of the teachers professed slightly greater teacher‐centered styles with regard to TA than what they actually practiced in their classrooms. All teachers reported that an inquiry‐based science course was valuable. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 938–962, 2006 相似文献
10.
This paper discusses the challenge of retaining teachers in hard-to-staff schools by examining how it is addressed in three context specific teacher education programs, which prepare teachers to teach in urban public, urban Catholic, and Jewish Day Schools in U.S.A. The findings of this study suggest that counter to teaching force trends teachers from the three programs that we studied expressed high motivation to serve as teachers or leaders in their particular schools and communities. In particular, we found that teachers' career commitments developed around the religious or civic missions promoted by their respective programs. Finally, teachers' career perceptions seem to correlate, though not entirely match, with those of their program leaders. 相似文献
11.
Martie Sanders 《科学教学研究杂志》1993,30(8):919-934
Recent research suggests that many South African pupils in their final year of schooling have erroneous ideas about various aspects of respiration (Sanders and Cramer, 1992). This study investigates teachers as a possible source of pupils' errors. The views of 136 biology teachers about respiration and related concepts were elicited by means of an analysis of how teachers marked an essay containing errors commonly found among year-12 pupils. The teachers' responses suggest that many of them might well have erroneous ideas. These are reviewed in terms of four conceptual areas related to respiration. Finally the implications for teachers are discussed, and suggestions are made about possible ways to address the problem of erroneous ideas among teachers and pupils. 相似文献
12.
Naama Sabar 《科学教学研究杂志》1986,23(6):475-491
This study investigated the reasons behind the lack of enthusiasm among teachers in implementing a new biology curriculum in Israel. Classroom observations of 42 junior high school teachers in 28 schools revealed that the curriculum developers succeeded in transmitting most of their curriculum objectives. The data indicated three possible reasons, however, for teachers' disappointment: (a) The high expectations set at the ideal level regarding the inquiry approach; (b) The greater role given to verbalization in a biology curriculum, and (c) Dull implementation (routine and nonenthusiastic), which occurs when teachers are too faithful to the teaching text. Four variables—objectives, materials, strategy, and activities—were chosen in order to analyze the learning materials. The variables, and their sub-variables, were scored in terms of the ideal, formal, and operational levels of the curriculum. To score the qualitative implementation data, two new instruments were developed. The first, an analytical instrument, analyzed instructional materials in terms of the frequency and intensity of their use. The second instrument, an observational one, was used to estimate classroom implementation fidelity. 相似文献
13.
Bick Har Lam 《The International Journal of Art & Design Education》2000,19(2):208-216
Recently, there has been considerable concern among art educators and cultural policy makers to promote art education in Hong Kong. The launch of the new curriculum of a discipline-based character in 1996 generated debate in the art education circle of Hong Kong. There were diverse opinions on the rationale for teaching art. Concern was expressed about the present constraints of art teaching related to teachers' ability and school administration poses another important issue that seems to inhibit further developments. This paper reports part of the findings of a study on art teachers' concepts of teaching. It explores the concepts of about 20 secondary art teachers in Hong Kong. Several categories of teaching are derived from interviews: aesthetic development, moral development, intellectual development, expression and therapy, and intellectual and aesthetic development. A scheme is developed which can be used to analyze teachers' concepts as education in or through art on a continuum from subject to learner centred. 相似文献
14.
Teacher judgments about students' academic abilities are important for several reasons, including their day‐to‐day instructional decision making. Not surprisingly, previous studies have investigated the accuracy of teachers' judgments about their students' reading abilities. Previous research, however, has not investigated teachers' judgments about students' early literacy skills, nor has previous research systematically examined how teachers' training and use of an objective assessment instrument impact their judgments of students' performance on that instrument. This exploratory study offers the first investigation of teachers' judgment accuracy of pre‐kindergarten students' early literacy skills, and compares the judgment accuracy of teachers with and without opportunities to administer the Early Literacy Skills Assessment (ELSA). Findings suggest that teachers with opportunities to administer the ELSA had a significantly higher percentage of accurate judgments across half of the ELSA subtests, but their judgment accuracy was still no better than 50%–60% on all but one ELSA subtest. Implications for school psychologist practitioners and researchers are presented. © 2010 Wiley Periodicals, Inc. 相似文献
15.
Randy K. Yerrick Elizabeth Doster Jeffrey S. Nugent Helen M. Parke Frank E. Crawley 《科学教学研究杂志》2003,40(5):443-463
Analogies have been argued to be central in the process of establishing conceptual growth, making overt connections and carryover into an intended cognitive domain, and providing a generative venue for developing conceptual understanding inherent in constructivist learning. However, students' specific uses of analogies for constructing arguments are not well understood. Specifically, the results of preservice teachers' knowledge gains are not widely studied. Although we would hope that engaging preservice science teachers in exemplary lessons would assist them in using and generating analogies more expertly, it is not clear whether or how such curricula would affect their learning or teaching. This study presents an existence proof of how preservice science teachers used analogies embedded in their course materials Physics by Inquiry. This fine‐grained analysis of small group discourse revealed three distinct roles of analogies including the development of: (a) cognitive process skills, (b) scientific conceptual understanding, and (c) social contexts for problem solving. Results suggest that preservice teachers tend to overgeneralize the analogies inserted by curriculum materials, map irrelevant features of analogies into collaborative problem solving, and generate personal analogies, which counter scientific concept development. Although the authors agree with the importance of collaborative problem solving and the insertion of analogies for preservice teachers' conceptual development, we believe much more needs to be understood before teachers can be expected to construct and sustain effective learning environments that rely on using analogies expertly. Implications for teacher preparation are also discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 443–463, 2003 相似文献
16.
Sustaining beginning teachers has been one of the greatest challenges in some countries such as the U.S. In contrast, Japan sustains their teachers with the low attrition rate of 1.35%. This qualitative study aims to examine how Japan supports beginning teachers by examining shokuin shitsu or the teachers' room. Results from the qualitative study revealed the critical role that the teachers' room played for novice teachers as a place to exchange necessary information among colleagues, to develop collegial relationships with one another, and to provide a safe environment to make sense of beginning teachers' questions. 相似文献
17.
Victoria Pavlou 《The International Journal of Art & Design Education》2015,34(2):192-205
This article focuses on ways of building preservice primary teachers' confidence in teaching art with artworks and, in particular, on how to develop their pedagogical content knowing. It is suggested that through opportunities offered for engaging in observational and reflective practices with artworks an initial groundwork is set that can challenge pre‐service teachers' preconceptions about art and promote an aesthetic form of inquiry. A qualitative approach was followed which included in‐depth interviews with twenty pre‐service teachers regarding their attitudes and knowledge towards artworks. The findings indicate that enhancing teachers' abilities to practice factual inquiries and then move on to interpretive inquiries of artworks can help them learn how to learn about artworks and how to organise meaningful art viewing activities with children. Issues relating to the participants' level of aesthetic understanding are also discussed as participants were asked to engage with artworks and their aesthetic encounters were documented. 相似文献
18.
This study examined how different stakeholders in school (principals, teachers, parents) conceptualize teachers' role breadth, i.e., whether they define given behaviors commonly assumed to be OCBs as in-role or extra-role behaviors. Drawing on a survey of 29 principals, 245 teachers and 345 parents, the results showed that principals and teachers defined more teachers' OCBs in general and toward the school as in-role behaviors than parents did; parents defined more teachers' OCBs toward the student as in-role behaviors than teachers did. A wide variety of possible school interventions is indicated, each with the potential for far broader improvements in school effectiveness. 相似文献
19.
Connected and culturally embedded beliefs: Chinese and US teachers talk about how their students best learn mathematics 总被引：1，自引：0，他引：1
Christopher A. Correa Michelle Perry Linda M. Sims Kevin F. Miller Ge Fang 《Teaching and Teacher Education》2008
This study compares US and Chinese elementary mathematics teachers' beliefs about how students learn mathematics. Interviews with teachers in each country revealed that Chinese and US teachers have distinct ways of thinking about how mathematics should be taught and how students learn. Many Chinese teachers talked about developing students’ interest in mathematics and relating the content of mathematics lessons to real-life situations. The US teachers talked about students' learning styles and using hands-on approaches to learning mathematics. Furthermore, these beliefs may be widespread and persistent within each country because the set of ideas among teachers appear to be internally consistent. Implications for teacher change and the study of teachers' beliefs are discussed. 相似文献
20.
Alicia L. Moore 《International journal of qualitative studies in education》2013,26(6):631-652
Existing literature regarding European-American teachers' referrals of African-American students for special education programs is abundant. However, literature that explains African-American teachers' referrals of African-American students, in their own voices, is limited. This qualitative study examines the influences guiding African-American teachers' decisions to refer African-American students for special education programs. It uses, as a conceptual framework, several researchers' investigations of influences guiding teacher praxis. From these collective works, a conceptual model was developed as a ''teachers' decisions to refer'' perspective that served as a framework for examining influences that may have guided the participants' referral decisions. Findings revealed that African-American teachers have a collective teacher way of knowing and that socially constructed images of race and gender influenced their referral decisions. Additionally, participant interviews revealed that African-American teachers tended to refer based on the need to find assistance for students with special needs. 相似文献