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1.
This article attempts to use Andy Hargreaves’ theoretical framework of emotional geographies to analyze teachers’ perceptions
of their interactions with parents in Taiwan. Based on the qualitative interviews with three primary teachers, the research
findings show that teachers’ emotional distances from parents were intertwined with parents’ sociocultural status, teachers’
moral purposes, teachers’ notions of professionalism, teachers’ political pretense, and the frequency to contact parents.
Thus, Hargreaves’ framework could be a useful tool to explore teacher–parent interactions. The paper closes with suggestions
for policy considerations. 相似文献
2.
Teacher receptivity to system-wide curriculum reform in the initiation stage: a Chinese perspective 总被引：1，自引：0，他引：1
Few studies deal with teachers’ receptivity in the initiation stage of educational change, especially in a non-western cultural
context like Mainland China. This study aims at investigating teachers’ receptivity to the system-wide curriculum reform of
the senior secondary education in the initiation stage and understanding the factors influencing teachers’ receptivity in
Mainland China. Questionnaire survey with open-ended question (n = 763) is employed to explore teachers’ receptivity in four selected experimental provinces, i.e., the first group of provinces
which are selected by Ministry of Education to implement the curriculum reform. Results indicate teachers have positive attitudes
and behavioral intentions toward promoting the curriculum reform of senior secondary education, and they consider the reform
is valuable but difficult to carry out. The existing theoretical model can explain teachers’ behavioral intentions quite well,
but its predicting ability to teachers’ general attitudes is limited, which indicates some new variables that need to be considered,
too. Implications of this study and suggestions for future research are also discussed in the article. 相似文献
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Eleni Moschovaki Sara Meadows Anthony D. Pellegrini 《European Journal of Psychology of Education - EJPE》2007,22(4):405-420
This study examines how teachers’ use of affective strategies (voice intonation, dramatization, personal involvement comments)
during the reading and discussion of books influence young children’s affective reactions (dramatization, personal engagement,
language play comments). Twenty kindergarten teachers read four books, two fiction and two information ones (narrative/expository
text).
We found significant differences in both teachers’ affective presentation and young children’s affective reactions between
fiction and information books, between the two fiction books but not between the narrative and expository text. A strong bi-directional
relationship was found between teachers’ affective presentation of stories and young children’s affective reactions. In particular,
teachers’ personal involvement comments prompted children’s personal engagement reactions, teachers’ reenactment was followed
by children’s imitations of such reenactments and teachers’ voice intonation elicited children’s personal engagement comments.
On the other hand, children’s use of paralinguistic cues and personal engagement comments reinforced teachers’ use of voice
intonation and personal involvement comments. Finally, text features, such as rhyming, were followed by children’s language
play. 相似文献
6.
Philip M. Keys 《Journal of Educational Change》2007,8(1):41-60
This study describes a theoretical knowledge filter model that explains how teacher knowledge (beliefs and practices) shaped
the implementation of a science curriculum in Australia. Over four school terms, four elementary and three secondary teachers
participated in the study. Through the methodology of educational criticism (Eisner, 1991, The enlightened eye. New York: Macmillan) the results revealed that, in relation to their teaching, the teachers possessed three sets of beliefs:
teachers’ expressed beliefs, teachers’ entrenched beliefs and teachers’ manifested beliefs. The outcome of this study is a
model for identifying and observing the impact of teachers’ beliefs that can be utilised in facilitating change in education
and in influencing communities of practice. 相似文献
7.
Advocates of constructivist science recommend that school science begins with children’s own constructions of reality. This
notion of the way in which students’ knowledge of science grows is closely paralleled by recent research on teachers’ knowledge.
This paper draws on case study evidence of teachers’ work to show how two experienced teachers’ attempts to develop alternative
ways of teaching science involved reframing their previous patterns of understanding and practice. Two alternative interpretations
of the case study evidence are offered. One interpretation, which focuses on identifying gaps in the teachers’ knowledge of
science teaching, leads to theconstructivist paradox. The second interpretation explores theconstructivist parallel, an approach which treats the process of teachers’ knowledge growth with the same respect as constructivists treat students’
learning of science. This approach, the authors argue, is not only more epistemologically consistent but also opens up the
possibilities of helping teachers lead students towards a constructivist school science.
Specializations: Teachers’ knowledge and culture, educational change, qualitative research methodology.
Specializations: Teachers’ knowledge, imagery and teachers’ work, teacher collegiality, supervision of teachers’ work. 相似文献
8.
Tamsin Meaney Tony Trinick Uenuku Fairhall 《Journal of Mathematics Teacher Education》2009,12(6):445-462
Professional development comes in many forms, some of which are deemed more useful than others. However, when groups of teachers
are excluded, or exclude themselves, from professional development opportunities, then there is an issue of social justice.
This article examines the experiences of a group of teachers from a Māori-medium school who attended a mathematics teacher
conference. By analysing the teachers’ sense of belonging through their ideas about engagement, alignment and imagination,
we are able to describe how different kinds of relationships influence the inclusion/exclusion process. This leads to a discussion
about what can be done by the teachers as well as conference organisers to increase these teachers’ likelihood of attending
further conferences in the future. 相似文献
9.
Timothy Teo 《Asia Pacific Education Review》2010,11(2):253-262
This study examined pre-service teachers’ self-reported behavioral intentions to use technology. Three hundred and fourteen
participants completed a survey questionnaire measuring their responses to six constructs from a research model that extends
the technology acceptance model (TAM) by including facilitating conditions and subjective norm. Structural equation modeling
was used as the main technique for data analysis. This study contributes to the growing interests in using information science
models to explain intention to use technology in educational contexts. The results of this study showed that the TAM constructs
were significant in explaining pre-service teachers’ intention to use technology. Although facilitating conditions and subjective
norm had significant effects on behavioral intention to use technology, they were mediated by attitude toward usage, perceived
usefulness, and perceived ease of use. Overall, this study indicated the TAM has sufficient explanatory powers to explain
pre-service teachers’ intention to use technology in an educational environment. 相似文献
10.
Since the 1920’s many researchers have conducted studies exploring the qualities of good teachers. However, a limited number
of empirical studies have been conducted in the People’s Republic of China (hereafter called China). The current study has
two objectives. The first one aims to compare a good teacher’s characteristics in China and the USA. To achieve this, qualitative
data of a good teacher’s characteristics were collected in China. The results obtained from China were then compared to those
reported in the USA. The second objective was to test whether or not there are differences among teachers’, students’ and
parents’ perceptions of a good teacher’s characteristics in China. To achieve this, questionnaires were administered, and
then statistical analyses were conducted. The qualitative data analyses have revealed four themes about the characteristics
of good Chinese teachers: Teacher ethics, professional skills, professional development, and students’ test scores. The ANOVAs
have found no differences among teachers’, students’ and parents’ perceptions of the qualities of good teachers in China on
most of the items. This study helps readers better understand good teachers in a Chinese context and provides a framework
for future comparative study between China and the USA regarding the qualities of good teachers. 相似文献
11.
The purpose of this study was to better understand teacher tensions in professional development. The population under study
was practicing mathematics teachers engaged in a week-long professional development institute. Data sources included observations,
interviews, and teacher products (such as registration forms, surveys, journals, and notebooks). The data were analyzed to
determine what tensions were evident in the institute and how those tensions arose. In this paper, we examine participants’
tensions in a professional development situation when their expectations did not match reality. We have done so by presenting
a theoretical model of professional development based on an instructional rhombus that illuminates the actual and applicatory
aspects of teachers’ professional development experiences. The main tensions expressed by the teachers were related to the
content and pedagogy of the institute. This study points toward the importance of teachers’ expectations in professional development. 相似文献
12.
Alphonse Uworwabayeho 《Journal of Mathematics Teacher Education》2009,12(5):315-324
This article presents practical perspectives on mathematics teacher change through results of collaborative research with
two mathematics secondary school teachers in order to improve the teaching and learning of mathematics in Rwanda. The 2006
national mathematics curriculum reform stresses pedagogies that enhance problem-solving, critical thinking and argumentation.
Teachers need to use new teaching strategies. This article is a case study looking at issues around developing teachers’ use
of interactions in mathematics classrooms independently of the national programme. Outputs of the study include teachers’
awareness of the need for change and their increased flexibility to accept learners’ autonomy in shifting from teacher-centred
to learner-centred pedagogy. Geometer’s Sketchpad challenged teachers’ practice and then provoked reflection to improve student
learning. 相似文献
13.
The attitude construct is widely used by teachers and researchers in mathematics education. Often, however, teachers’ diagnosis
of ‘negative attitude’ is a causal attribution of students’ failure, perceived as global and uncontrollable, rather than an
accurate interpretation of students’ behaviour, capable of steering future action. In order to make this diagnosis useful
for dealing with students’ difficulties in mathematics, it is necessary to clarify the construct attitude from a theoretical viewpoint, while keeping in touch with the practice that motivates its use. With this aim, we investigated
how students tell their own relationship with mathematics, proposing the essay “Me and maths” to more than 1,600 students
(1st to 13th grade). A multidimensional characterisation of a student’s attitude towards mathematics emerges from this study.
This characterisation and the study of the evolution of attitude have many important consequences for teachers’ practice and
education. For example, the study shows how the relationship with mathematics is rarely told as stable, even by older students:
this result suggests that it is never too late to change students’ attitude towards mathematics. 相似文献
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Current reform-driven mathematics documents stress the need for teachers to provide learning environments in which students
will be challenged to engage with mathematics concepts and extend their understandings in meaningful ways (e.g., National
Council of Teachers of Mathematics, 2000, Curriculum and evaluation standards for school mathematics. Reston, VA: The Council). The type of rich learning contexts that are envisaged by such reforms are predicated on a number
of factors, not the least of which is the quality of teachers’ experience and knowledge in the domain of mathematics. Although
the study of teacher knowledge has received considerable attention, there is less information about the teachers’ content
knowledge that impacts on classroom practice. Ball (2000, Journal of Teacher Education, 51(3), 241–247) suggested that teachers’ need to ‘deconstruct’ their content knowledge into more visible forms that would
help children make connections with their previous understandings and experiences. The documenting of teachers’ content knowledge
for teaching has received little attention in debates about teacher knowledge. In particular, there is limited information
about how we might go about systematically characterising the key dimensions of quality of teachers’ mathematics knowledge
for teaching and connections among these dimensions. In this paper we describe a framework for describing and analysing the
quality of teachers’ content knowledge for teaching in one area within the domain of geometry. An example of use of this framework
is then developed for the case of two teachers’ knowledge of the concept ‘square’. 相似文献
17.
Feral Ogan-Bekiroglu Hatice Akkoç 《International Journal of Science and Mathematics Education》2009,7(6):1173-1199
The purposes of this study were to determine preservice physics teachers’ instructional beliefs and to investigate the relationship
between their beliefs and practices. The theoretical framework was based on the combination Haney & McArthur’s (Science Education, 86(6):783–802, 2002) research and Ford’s (1992) motivation systems theory. A multicase study design was utilized for the research in order to focus on a belief–practice
relationship within several examples. Semistructured interviews, observations, and preservice teachers’ written documents
were used to collect data. Results showed that most preservice teachers held instructional beliefs aligned with constructivist
philosophy. Some of the preservice teachers’ beliefs were consistent with their practices while some of them presented different
practices from their beliefs in different placements. 相似文献
18.
Research in the area of educational technology has claimed that Web technology has driven online pedagogy such that teachers
need to know how to use Web technology to assist their teaching. This study provides a framework for understanding teachers’
Technological Pedagogical Content Knowledge-Web (TPCK-W), while integrating Web technology into their pedagogical practice.
Furthermore, contemporary educational researchers have highlighted the significance of teachers’ self-efficacy, conceptualized
as the teachers’ perceptions of their own competence at teaching, and related to instructional strategies as well as teaching
effectiveness. The major purpose of this study was to investigate teachers’ perceived self-efficacy in terms of their TPCK-W.
This study aimed to develop a new questionnaire, namely the Technological Pedagogical Content Knowledge-Web (TPCK-W) Survey
to explore teachers’ self-efficacy in terms of their TPCK-W, and additionally to assess their attitudes toward Web-based instruction.
The participants in this study were 558 teachers from elementary school to high school level in Taiwan. Both exploratory and
confirmatory factor analyses indicated that the TPCK-W survey developed in this study has satisfactory validity and reliability
characteristics. The results indicate a lack of general knowledge about Web-related pedagogy amongst the teachers surveyed.
The correlations between teachers’ self-efficacy in terms of their TPCK-W, their attitudes regarding Web-based instruction,
and their background variables were also examined. Correlations were found between self-efficacy and positive attitudes to
web-based instruction. Older and more experienced teachers were found to have lower levels of self-efficacy with respect to
TPCK-W, though teachers with more experience of using the web (including for instruction) had higher levels of self-efficacy
with respect to TPCK-W. 相似文献
19.
Teachers are in need of mechanisms to allow them routinely reproduce and distribute digitally copyrighted material. That was
the starting point in the study on teachers’ Internet material use benefits in Finnish education. The study considers the
use and reproduction of Internet material like text, graphs and pictures. In the study, which took place in 2005–2006, conjoint
analysis was used to measure teachers’ individual benefits for different types of Internet material and special attention
was given to how teachers wanted to reproduce the material as well how the price paid affected their choices. The demand for
different types of uses was simulated on the basis of the benefits measured. The study interviewed a representative sample
(n = 1,146) of teachers on all the levels from primary school to universities. The study produced information for all the players
in the educational copyrights field. User studies of copyrighted digital goods in education or any other field are almost
non-existing. We wish to highlight the value of such studies. 相似文献
20.
This study examines the process of change among grade 4 teachers (students aged 9–10 years) who participated in a yearlong
Teacher Quality Grant innovation program. The concerns-based adoption model (CBAM), which informed the design and implementation
of the program, was used to examine the process of change. Two questions guided the investigation: (1) How did teachers’ concerns
about and levels of use of the innovation evolve during the course of the project? (2) What changes in teachers’ perceptions
and practices arose as a result of the innovation? Results showed that several of the teachers’ concerns evolved from self/task
toward impact. With continued support, several participants achieved routine levels of use, which they sustained beyond the
project. 相似文献