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1.
Research shows that teachers' attitudes toward physical education are associated with positive pupil outcomes. However, there is limited robust synthesis of evidence regarding teachers' attitudes toward working with vulnerable learners in physical education, particularly those with special educational needs and disabilities (SEND). This mixed methods systematic review and meta-analysis synthesizes the research evidence on teachers' attitudes towards the inclusion of children SEND children in physical education. Results indicated that teachers have largely favorable attitudes toward the inclusion of children with SEND in physical education, and that experience working with children with SEND was positively associated with such favorable attitudes. Further quantitative and qualitative synthesis also revealed that several different factors affect teachers’ attitudes – namely, knowledge and preparation, years of teaching experience, direct experience working with SEND children, type and degree of SEND, and collaboration and teaching support. 相似文献
2.
Kerry H. Robinson 《Gender and education》1992,4(3):273-288
Class‐room discipline, an issue of ‘power’ and ‘control’ for many teachers and students, is investigated in relation to teachers' attitudes towards stereotyped models of masculinity and femininity. Two important issues are considered; firstly, that what is generally regarded as appropriate gender behaviour by teachers plays a major role in determining their approaches and responses to the behaviour of boys and girls in the classroom. This paper focuses on the experiences of girls and teachers' traditional perceptions of femininity and it is believed that the stereotyped, often middle‐class assumptions made by many teachers, which make up an overall view of how girls ‘should’ behave, have serious effects on girls' motivation, self‐esteem, reputations, their ability to fulfil their educational potentials and their futures. It will also seriously affect their class‐room behaviour. Secondly, stereotyped beliefs around women, men and power in our society, can influence the discipline measures of teachers, particularly male teachers, so that ‘controlling’ students in the class‐room becomes paramount, at any cost. The predominantly authoritarian regimes that were incorporated in the structure of the schools that were part of this research, were perpetuated through the ideology of ‘hegemonic masculinity’ that dominates within most levels of the schooling system. 相似文献
3.
《British Educational Research Journal》2006,32(4):601-616
In much educational literature it is recognised that the broader social conditions in which teachers live and work, and the personal and professional elements of teachers' lives, experiences, beliefs and practices are integral to one another, and that there are often tensions between these which impact to a greater or lesser extent upon teachers' sense of self or identity. If identity is a key influencing factor on teachers' sense of purpose, self‐efficacy, motivation, commitment, job satisfaction and effectiveness, then investigation of those factors which influence positively and negatively, the contexts in which these occur and the consequences for practice, is essential. Surprisingly, although notions of ‘self’ and personal identity are much used in educational research and theory, critical engagement with individual teachers' cognitive and emotional ‘selves’ has been relatively rare. Yet such engagement is important to all with an interest in raising and sustaining standards of teaching, particularly in centralist reform contexts which threaten to destabilise long‐held beliefs and practices. This article addresses the issue of teacher identities by drawing together research which examines the nature of the relationships between social structures and individual agency; between notions of a socially constructed, and therefore contingent and ever‐remade, ‘self’, and a ‘self’ with dispositions, attitudes and behavioural responses which are durable and relatively stable; and between cognitive and emotional identities. Drawing upon existing research literature and findings from a four‐year Department for Education and Skills funded project with 300 teachers in 100 schools which investigated variations in teachers' work and lives and their effects on pupils (VITAE), it finds that identities are neither intrinsically stable nor intrinsically fragmented, as earlier literature suggests. Rather, teacher identities may be more, or less, stable and more or less fragmented at different times and in different ways according to a number of life, career and situational factors. 相似文献
4.
Anne M. Phelan 《课程研究杂志》2013,45(1):93-114
Practical reasoning refers to a teacher's capacity to discern particulars and make wise judgements about how to act in pedagogical situations. But how do teachers know what is right? How are teachers' preferences to be grounded and their choices justified? I explore the disciplines as one source of moral perception. Assuming that narrative unities underscore the coherence and continuity of an individual's experience, I generated data in the context of a 2‐year teacher education programme. The case study of an aspiring teacher of secondary school language arts illustrates how the intellectual virtues of a discipline can influence a student teacher's practical reasoning. I conclude that teacher educators must attend to the complex ways in which a prospective teacher's prior discipline may influence aspiring teachers' orientations to experience, their consideration of educational ends, and, finally, their characters. 相似文献
5.
Anne Jordan Gonul Kircaali‐Iftar C.T. Patrick Diamond 《International Journal of Disability, Development & Education》1993,40(1):45-62
In this study, teachers' assumptions and beliefs are explored about the needs of at‐risk and exceptional students, and about their roles and responsibilities in meeting such needs. Teachers appear to hold consistent and coherent belief systems which differ along an ordinal scale. At one end, ‘restorative’ beliefs assume that problems reside largely within the pupil, and therefore the teacher's duty is to refer the pupil for confirmatory assessment as soon as possible. At the other ‘preventive’ end, teachers assume that the environment, including instruction, plays a part in a student's problems. The teacher therefore attempts prereferral interventions, and requests assessment to identify instructional alternatives. This study provides evidence for the validity of the restorative‐preventive construct, reporting the results of both quantitative and qualitative analyses of interviews with 27 regular class elementary teachers. Teachers' ratings on the construct correlated significantly with their self‐ratings of teaching efficacy (Gibson & Dembo, 1984). Teachers with preventive beliefs had higher self‐efficacy scores than those with a restorative profile. Further, teachers with restorative beliefs rated the withdrawal of problem pupils from the classroom as a more desirable resource service than preventive teachers, who preferred in‐class consultative support. 相似文献
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In an expertise study with 94 mathematics teachers varying in their relative teacher expertise (i.e., student teachers, trainee teachers, in-service teachers), we examined effects of teachers' professional knowledge and motivational beliefs on their ability to integrate technology within a lesson plan scenario. Therefore, we assessed teachers' professional knowledge (i.e., content knowledge, pedagogical content knowledge, technological knowledge), and their motivational beliefs (i.e., self-efficacy, utility-value). Furthermore, teachers were asked to develop a lesson plan for introducing the Pythagorean theorem to secondary students. Lesson plans by advanced teachers (i.e., trainee teachers, in-service teachers) comprised higher levels of instructional quality and technology exploitation than the ones of novice teachers (i.e., pre-service teachers). The effect of expertise was mediated by teachers' perceived utility-value of educational technology, but not by their professional knowledge. These findings suggest that teachers’ motivational beliefs play a crucial role for effectively applying technology in mathematics instruction. 相似文献
8.
Many students find math difficult, but those who are intrinsically motivated learn and do well even when they face obstacles. Here, we examine an environmental factor that might affect students' intrinsic motivation in math: namely, teachers' beliefs about success in math. Do teachers perceive elementary school math as a domain that requires an innate ability, and does this belief relate to students' intrinsic motivation in math? Our study explored these questions in a sample of 830 German fourth graders and their 56 teachers. Teachers reported stronger beliefs in the role of innate ability for math than for German language arts. In addition, the more teachers believed that math requires innate ability, the lower was the intrinsic motivation of their low-achieving students. These results suggest that teachers’ beliefs that math success depends on innate ability may be an important obstacle to creating a classroom atmosphere that fosters engagement and learning for all students. 相似文献
9.
Chronis Kynigos 《Teachers and Teaching》2013,19(3):247-273
This paper describes research into the beliefs and practices established over time by teachers, who had been engaged in an innovative ‘mathematical investigations’ school program, based on the use of exploratory software. The theoretical framework perceives the teacher as an active mediator of innovation, constructing and reorganizing a personal pedagogy. Interview and detailed observational classroom data were collected and analyzed, synthesizing qualitative and quantitative interpretations of teachers' comments in the classroom. The results show that teachers refer to a variety of aspects of the learning situations in which they intervene rather than just the mathematical concepts and ideas. They adopt multiple roles in the classroom and are influenced by the values of the educational system. The ways in which these issues influence teaching and learning of the mathematical concepts at hand is considered. The nature of teacher beliefs and the ways in which they may influence their practice is questioned. 相似文献
10.
This study explored the content and structure of physics teachers' beliefs on teaching and learning in general in relation to their domain-specific beliefs. A questionnaire was administered to secondary school teachers in physics (N = 126) in the Netherlands. The results showed that beliefs about the general and domain-specific goals of physics education formed an interrelated belief system consisting of content-oriented and student-oriented beliefs. Moreover, teachers agreed with the importance of both teacher-regulated and student-regulated learning. Therefore, research on teachers' beliefs should go beyond the often used dichotomy between ‘teacher-focused’ versus ‘student-focused’ education by focusing on the rationale behind ‘appropriate’ teaching behavior. 相似文献
11.
This paper investigates the ways in which discourses of teacher accountability were negotiated by teachers within hearings held for the Australian Inquiry into Boys' Education. In the Inquiry context, dominant interpretative repertoires positioned teachers as obliged to ‘acknowledge’, ‘address’ and ‘actively respond’ to an essentialised version of male students' ‘learning needs’. These repertoires functioned to equate the provision of ‘boy-friendly’ interventions with ‘professional’ classroom practice – suggesting significant discursive constraints on teachers' capacity to make sense of boys' underperformance outside of this dominant framework. Attention is paid to the ways in which these repertoires supported teachers to manage a positive identity in a context where they were positioned as largely responsible for male students' underperformance. At the same time, such constructions are interrogated with regard to their broader function in naturalising the surveillance of teachers, and reproducing boys' underachievement as something for which (particularly female) teachers have to account. 相似文献
12.
In this paper, we analyse interactions between secondary students and pre‐service teachers in an online environment in order to understand how their meaning‐making processes embody distributed cognition. We begin by providing a theoretical review of the ways in which literacy learning is distributed across learners, objects, tools, symbols, technologies and the environment in modern English language arts classrooms. This is followed by a case study where we identify how programme values, textual resources and cultural schema function as distributed tools. In traditional schools, with an emphasis on taking standardised tests, the learning environment is designed on the view that learning is a transaction that happens solely ‘inside the head’. Unfortunately, this pushes many students to the margins of classroom engagement and participation. By analysing students' and pre‐service teachers' online discourse, we argue that virtual spaces can facilitate critical dialogue and can act as catalysts for a distributed theory of mind. 相似文献
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Existential approaches to action research 总被引：3，自引：3，他引：0
Allan Feldman 《Educational Action Research》2013,21(2):233-252
The existential approach to action research is derived from research that suggests that teachers' actions, intentions, and beliefs are manifestations of their ways of being teachers. A teacher's ‘way of being’ in an educational situation is defined and informed by what was and is for the teacher, and his or her intentions for what could be. It is essentially the way that that person is a teacher – where ‘teacher’ is one of the many ways that that person is and can be. The existential approach to action research extends the way of being perspective by examining three aspects of personhood – situation, existence precedes essence and freedom – and combines them with critical reflection and action. The result is that existential action research happens when people work together to research their own ways of being a teacher to increase their capacity to choose freely, and to act responsibly for themselves and those they care for 相似文献
15.
Deborah L. Cunningham 《课程研究杂志》2013,45(5):679-709
This study reports the results of a case study of four teachers' beliefs about the nature of historical empathy and their means of cultivating such empathy in secondary school classrooms. The results of multiple interviews and lesson observations of history teachers in England suggest that teachers conceptualize empathy in bounded but not parsimonious ways, shaped by the realities of trying to teach it to students; that they select from broad repertoires of strategies, including major activities as well as small‐scale discourse strategies, heretofore largely unexamined; and that they recognize ways in which their empathetic goals exist in tension with other teaching aims, creating dilemmas they must manage rather than definitively resolve. Significant discrepancies between how these teachers actually think and practice and how empathy teaching is discussed in the educational literature suggest that research stands to benefit by attending more closely to teachers' ideas. 相似文献
16.
The study presented in this paper integrates data from four combined research studies, which are both qualitative and quantitative in nature. The studies describe freshman science student teachers' beliefs about teaching and learning. These freshmen intend to become teachers in Germany in one of four science teaching domains (secondary biology, chemistry, and physics, respectively, as well as primary school science). The qualitative data from the first study are based on student teachers' drawings of themselves in teaching situations. It was formulated using Grounded Theory to test three scales: Beliefs about Classroom Organisation, Beliefs about Teaching Objectives, and Epistemological Beliefs. Three further quantitative studies give insight into student teachers' curricular beliefs, their beliefs about the nature of science itself, and about the student- and/or teacher-centredness of science teaching. This paper describes a design to integrate all these data within a mixed methods framework. The aim of the current study is to describe a broad, triangulated picture of freshman science student teachers' beliefs about teaching and learning within their respective science teaching domain. The study reveals clear tendencies between the sub-groups. The results suggest that freshman chemistry and—even more pronouncedly—freshman physics student teachers profess quite traditional beliefs about science teaching and learning. Biology and primary school student teachers express beliefs about their subjects which are more in line with modern educational theory. The mixed methods approach towards the student teachers' beliefs is reflected upon and implications for science education and science teacher education are discussed. 相似文献
17.
This paper provides insights into non-Indigenous teachers’ efforts to engage proactively and productively with students to enhance their learning in a predominantly Indigenous community in northern Queensland, Australia. Drawing upon notions of ‘funds of knowledge’, forms of capital as part of community cultural wealth, Critical Race Theory, and ‘whiteness’ studies, the research explores and challenges how white teachers draw upon community as a form of ‘capital’ to enable them to foster their students’ learning. These efforts to ‘capitalise’ on community reveal the school as a site of struggle for genuinely inclusive educational practices. These struggles were evident in: teachers' and school administrators’ ostensive care about their students but struggles to translate this into robust expectations as part of a genuinely inclusive curriculum; the cultivation of social and cultural capital to learn about the nature of the communities in which teachers worked but a tendency to deploy such knowledges for more instrumentalist reasons as part of their engagement with both the ‘official’ curriculum and Indigenous students; and, a desire and capacity to develop connections between community cultural capital and more dominant forms of capital but in ways which do not adequately foreground Indigenous epistemologies as curriculum. The research reveals teachers’ efforts to develop understandings of community cultural wealth and the funds of knowledge within communities, but also how their understandings were partial and proximal, and how subsequent social and teaching practices tended to instrumentalise Indigenous perspectives and insights. 相似文献
18.
This study examines teachers of Black male students in a United States secondary school setting. Qualitative methods were used to document teachers' ideologies of and practices with their Black male students. In general, teachers drew upon competing structural and cultural explanations of Black male social and academic outcomes, while also engaging in practices that contested school barriers for Black males. Teacher beliefs about and practices with their Black male students were inconsistent in many ways, yet their agency on behalf of Black males might be understood as essential to Black male educational progress. 相似文献
19.
Nasser Mansour 《International Journal of Science Education》2013,35(7):1230-1275
To gain a better understanding of teachers’ beliefs about teaching, as compared with their in-reality classroom practices, case studies were constructed with four science teachers in different schools in Egypt. The main aims of this article were to provide an answer to the research question, ‘To what extent do science teachers’ beliefs correspond to their practices?’ and to explore the contextual factors that can explain the difference, the consistency or inconsistency, between teachers' beliefs and practices. The study collected data for each teacher using semi-structured interviews, notes taken while observing classes, and teachers’ notes, journals, and lesson plans concerned with STS lessons. The data were analysed using the constant comparative method around common themes, which were identified as distinctive features of teachers’ beliefs; these same themes were then compared with their practices. Results showed that a few of the in-service science teachers’ pedagogical beliefs aligned with constructivist philosophy. Some of the teachers’ beliefs were consistent with their practices, especially the traditional beliefs, while some of teachers’ practices were conflicted with their beliefs in different contexts. 相似文献
20.
Kay Livingston 《European Journal of Education》2014,49(2):218-232
The pace of change in today's society means that there is an ongoing need for teachers to learn, have new knowledge and use new pedagogical approaches to meet the needs of their pupils. For many teachers, this requires redefining their identity as teachers and what ‘teaching’ means in 21st century learning environments. These changes also require teachers to be supported in learning to ‘teach’ in different ways that are relevant to their own individual needs and to the contexts in which they work throughout their career. In this article, it is argued that a more integrated and collaborative approach to teacher education is needed with better understanding of those who take up the roles of teacher educator across a teacher's career. With a particular emphasis on ‘teacher educators’ working in school to support teachers' career-long professional learning it is argued that currently many do not recognise themselves as teacher educators nor are they recognised by those they work with as teacher educators. Drawing on an empirical study carried out with mentors in schools in Scotland, it is suggested that these teacher educators may be ‘unrecognised’ and remain ‘hidden professionals’ because of the identities they construct for themselves, the values and priorities that they or others attach to their roles or because of the institutional structures and cultures in which they work. It is concluded that it will be difficult to recognise and value these ‘hidden teacher educators’ and the distinctive contribution they can make to teachers' career-long professional learning without further clarification by them and others of the roles and responsibilities they hold. 相似文献