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1.
Deborah G. Herrington Senetta F. Bancroft Molly M. Edwards Caroline J. Schairer 《Journal of Science Teacher Education》2016,27(2):183-204
This qualitative study examined how and why research experiences for teachers (RETs) influenced middle and high school science teachers’ beliefs, attitudes, and values about teaching science as inquiry. Changes teachers reported after participating in the RET ranged from modifying a few lessons (belief change) to a comprehensive revision of what and how they taught to better reflect inquiry (attitude change). Some teachers who described comprehensively changing their instruction also described implementing actions meant to change science education within their respective schools, not just their own classrooms (value change). We present how and why teachers went about changes in their practices in relation to the researcher-created teacher inquiry beliefs system spectrum (TIBSS). The TIBSS conceptualizes the range of changes observed in participating teachers. We also describe the features of the RET and external factors, such as personal experiences and school contexts, that teachers cited as influential to these changes. 相似文献
2.
Teachers’ attitudes toward ethnic minority students might differ by students’ gender and the type of school teachers are working in because of different motivations for teaching and different school practices. Hence, the aim of the current research was to investigate elementary (n = 82) and secondary school (n = 82) teachers’ implicit and explicit attitudes toward male and female ethnic minority students. Teachers worked on either a male or a female Implicit Association Test and filled out a gender-specific questionnaire for measuring explicit attitudes. The results showed that elementary and secondary school teachers had negative implicit attitudes toward ethnic minority students, independent of students’ gender. Whereas secondary school teachers were implicitly more positive toward boys, elementary school teachers were implicitly more positive toward girls. Elementary school teachers were more enthusiastic about teaching ethnic minority boys than girls. The findings provide the first insights into differences in attitudes between elementary and secondary school teachers. 相似文献
3.
ABSTRACTThis study was designed to investigate the bases of teacher expectations in higher education. The first author interviewed 20 university teachers from an English-as-a-foreign-language course, exploring their expectations for the first-year undergraduates in their classes. The grounded theory method was adopted to analyse the data that had been collected. The results showed that for this sample of 20 teachers, student characteristics were important contributing factors to their expectations in the teachers’ university settings. The factors the teachers considered important included students’ (a) prior academic achievement, (b) motivation, (c) study skills, and (d) academic discipline. Also, teacher characteristics were found to be another major source of these university teachers’ expectations, including teachers’ (a) past teaching and learning experience and (b) teaching self-efficacy. The findings suggested that the bases of teacher expectations in higher education may differ from those at the elementary or secondary school level. 相似文献
4.
Lisette Hornstra Kim Stroet Eva van Eijden Jeannette Goudsblom Claire Roskamp 《Educational Research and Evaluation》2018,24(3-5):324-345
ABSTRACTPrevious research has shown that teachers differentiate their behaviour based on their expectations of students. Self-determination theory (SDT) makes explicit how teacher behaviour relates to students’ motivation and engagement, namely, via need-supportive teaching. In the present study, we combined both research traditions and examined associations of teacher expectations with need-supportive teaching and thereby students’ motivation and engagement. Two-hundred-and-seventy-six secondary school students and their teachers (N?=?11) completed questionnaires. The results indicated that teacher expectations were moderately but positively associated with students’ intrinsic motivation and engagement, and negatively with amotivation. These relationships were fully mediated, although with small effect sizes, by need-supportive teaching. These findings highlight the value of combining research on teacher expectations and SDT, to gain further understanding of how teacher expectations may cause teachers to provide more need support to some students than to others, thereby affecting students’ motivation and engagement. 相似文献
5.
Peter Hudson 《Mentoring & Tutoring: Partnership in Learning》2016,24(1):30-43
A positive mentor–mentee relationship is essential for the mentee’s development of teaching practices. As mentors can hold the balance of power in the relationship with preservice teachers, how do mentors develop positive mentor–mentee relationships? This multi-case study involved: (a) written responses from over 200 teachers involved in a mentoring professional development program, (b) nineteen mentor teachers with written responses and audio-recorded focus groups, and (c) two pairs of mentors and mentees with audio-recorded interviews. Findings revealed that positive relationships required the achievement of trust and respect by sharing information, resources, and expectations and by being professional, enthusiastic, and supportive with collaborative problem-solving. A model is presented that outlines ways in which mentors can form positive mentor–mentee relationships. 相似文献
6.
Danielle B. Harlow 《Journal of Science Teacher Education》2014,25(1):119-139
This paper reports the results of an investigation of how a professional development content course based on the Physics and Everyday Thinking (PET) curriculum affected the teaching practices of five case study elementary school teachers. The findings of this study highlight different ways that teachers use what they learn in content courses to teach science to elementary children. While some teachers transferred pedagogical practices along with the content, others transformed the content to be useful in already existing pedagogical frameworks, and still others show little or no evidence of transfer. The range of transfer is explained by considering how each teacher interacted with the learning context (the PET curriculum) and their initial ideas about teaching science. 相似文献
7.
Lia M. Daniels 《教育心理学》2015,35(8):984-1005
Research shows that personal and classroom goals are important for pre-service and practicing teachers’ personal and professional outcomes; however, no research has examined changes to these types of motivation across the transition from student to teacher. This study followed pre-service teachers (n?=?47) into practise and assessed changes in self-reported personal and classroom goals using surveys and focus groups. Correlations, repeated measures analysis of covariance and reliable change indices were used to assess stability/change in the quantitative data. Qualitative data were analysed for themes and largely supported the quantitative results. The results showed that teachers were at least as personally oriented towards mastery-approach in their practice as they were during their pre-service education but less personally performance focused. In terms of classroom goals, performance practices increased whereas mastery practices decreased, particularly for secondary school teachers. Although practicing teachers are personally mastery-oriented in their teaching, their intentions to establish classroom mastery goals appear difficult to enact in practice. 相似文献
8.
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
9.
教师教育实践共同体的有机建构必须满足中小学实践指导教师、高校教师、职前实习教师的共同兴趣。探究具有挑战性和吸引力的教育实践问题,即教育知识生产,聚焦着他们的共同兴趣。这些问题谱系包括知识问题、如何教的问题、教人如何教的问题三大支系。反思是教师教育实践共同体建构的途径。教师教育实践共同体不仅是职前实习教师反思的场所,而且为实践导师和高校导师提供了新的反思性实践的机会。积极互赖的合作教学为教师教育实践共同体实施问题探究、反思教学构筑起务实的具体操作形式。 相似文献
10.
The current emphasis on data is a powerful force behind educational reform strategies. Administrators and teachers are inundated with data and increased expectations for data-driven practices in an effort to drive school reform. This mixed method study examined teachers’ experiences in a pilot professional development program to enhance data literacy and data use practices among nine grade-level elementary and middle school teacher teams in a single school district. Pre, post and follow-up surveys of the 28 teacher participants revealed promising outcomes of the professional development program. Significant increases in teachers’ reported data literacy, efficacy, and collaboration were evident. The study also examined school-level factors that supported data use practices and data cultures. Interviews with 15 school principals revealed how structural features such as district requirements, school expectations, and established policies and routines influenced teachers’ data use practice. Structural factors facilitating collaboration were associated with instructional goals and improvement cultures. 相似文献
11.
This study surveyed Chinese middle school (n = 951) teachers' conceptions of excellent teaching and examined the relationship of those conceptions to their self-reported teaching practices. Responses were analyzed using confirmatory factor analysis and structural equation modeling. These teachers identified one examination-oriented dimension and four interactive, pedagogical dimensions of excellent teaching and four dimensions of teaching practice. The structural model indicated a high consistency rate (83%) between teachers' conceptions of excellent teaching and the corresponding self-reported practices. Implications for teaching standards, teacher professional development, and examination system are discussed. 相似文献
12.
This study explores an important but less explored outcome of professional development, teachers’ motivation to integrate professional development into practice. We developed a scale that measures teachers’ motivation to implement professional development in their classrooms. Three samples of teachers (N = 1388) were used in an iterative process of scale development and validation. Results suggest this scale is a reliable tool to measure teachers’ expectations for successful implementation, value for implementing, and the perceived costs of implementing. 相似文献
13.
Susan L. Swars Stephanie Z. Smith Marvin E. Smith Jody Carothers Kayla Myers 《Journal of Mathematics Teacher Education》2018,21(2):123-145
Many in the field of mathematics education call for elementary schools to have elementary mathematics specialists (EMSs) who provide needed mathematical expertise and support for children and teachers. EMSs serve as a reasonable, immediate alternative to the challenges generated by elementary teachers needing improved mathematical knowledge for teaching in the classroom. However, limited inquiry has explored how to best prepare EMSs and how program features and learning activities influence their development. This mixed-method study identifies some of the interrelated benefits from a K-5 Mathematics Endorsement Program designed to prepare EMSs through examining changes in mathematical beliefs, specialized content knowledge (SCK), and classroom teaching practices during the program. Data (n = 32) were collected over the 2-semester program via belief surveys, a content knowledge assessment, observations of teaching practices, and individual interviews from elementary teachers participating in the program. The findings show some changes in beliefs can be made relatively quickly, other shifts in beliefs take more time and continued support, and changes in SCK and adoption of various aspects of standard-based pedagogy require considerably greater opportunities to learn. The described program features and learning experiences provided a context for these changes and offer considerations for EMS preparation programs. 相似文献
14.
《Teaching and Teacher Education》2006,22(2):135-149
The purpose of this paper is to explore curricular (re)visions made over the span of two semesters to a required secondary teacher education course. Specifically, we focus on our trials and triumphs in implementing the revised curricula. Our work is guided by the following question: in what ways do preservice teachers deem the diversity-focused course curriculum as relevant to their future teaching stances/practices? Data collected illuminated the complexities of disrupting hegemonic understandings and performances of education. Some of the data indicated that preservice teachers deemed the diversity-focused course curriculum as relevant to and connected with their future teaching stances/practices. Other data highlighted that some preservice teachers’ struggled with making sense of their future teaching practices in relation to issues of oppression and privilege, while other preservice teachers were resistant. 相似文献
15.
Voices from Mexico: How American Teachers can Meet the Needs of Mexican Immigrant Students 总被引：1，自引：0，他引：1
In this study 18 Mexican teachers of English as a foreign language in Guanajuato, Mexico were asked for their professional
opinion about the teaching of English to Mexican immigrant students in the U.S. Teachers responded to a questionnaire that
asked about attitudes toward the U.S. educational system, ways to support Mexican immigrant students, advice for American
teachers, and Mexican students’ motivation for learning English. Respondents averaged 4 years of teaching English at various
levels ranging from elementary to university. Half of the teachers had received some K-12 education in the U.S. Respondents
held generally positive views regarding the U.S. educational system, but felt American teachers could do a better job in teaching
Mexican immigrant students. They offered numerous linguistic and culturally responsive suggestions for improving upon the
learning of English and the academic performance of immigrant students. 相似文献
16.
Thirty-five elementary teachers participated in a yearlong professional development (PD) program that was designed to foster a culture of on-going teacher learning to promote the co-development of science and language literacy for English language learners (ELL). An explanatory design methodology was used to determine the degree to which science and language literacy co-developed. The research question guiding this study was: In what ways did the yearlong PD science program support teachers at 10 elementary schools to become more knowledgeable about fostering science literacy and its role in co-developing language literacy (e.g. reading, writing, listening, and speaking) for ELL? The measurable and significant gains on the quantitative mandated state science and reading tests and the analysis of qualitative teaching episodes led to the conclusion that demonstrated the synergy between science learning and language learning – as one increased, so did the other. 相似文献
17.
采用问卷调查对参加河北省"国培计划"的小学科学骨干教师的专业发展现状进行了调查。调查结果表明:河北省小学科学骨干教师年富力强,整体教龄较长,但科学教龄较短;大多数教师专业学科背景缺乏,专业知识结构与能力存在缺陷;专业发展途径不够完善,缺乏专业发展规划指导;教学科研能力薄弱,参加学术会议和培训机会相对较少。针对此种状况提出了促进小学科学教师专业发展的若干建议。 相似文献
18.
This project explored a classroom model of motivation in which the source of student motivation is based on internal mechanisms
or structures and classroom student/instructor interactions. It also extended earlier research in which beliefs of veteran,
entry level, and preservice teachers have been explored. For this project, 117 elementary teachers (Grades K–5) with at least
3 years of experience and 126 secondary teachers (Grades 6–12) with similar teaching experiences completed a 40-item Likert-type
questionnaire that focused on the four classroom dimensions of Affirmation, Rejection, Student Empowerment, and Teacher Control.
The results suggested that elementary teachers and secondary teachers varied in their reported desire for teacher empowerment
versus student empowerment in the classroom, and for providing a positive classroom environment as opposed to one that encourages
a classroom atmosphere of rejection. Implications for future research and the need for creating affirming, empowering, motivational
classroom environments are discussed. 相似文献
19.
Emily Aragona-Young 《Teachers and Teaching》2018,24(5):465-486
As the diversity of American schools is increasing, teachers should understand the role culture plays in the classroom and employ teaching practices that accommodate students from diverse cultural backgrounds. However, while more is known about pre-service teachers’ beliefs about multicultural education, less is known about what practices in-service teachers endorse and what factors influence those beliefs about practices. Specifically, the aims of the study were to determine (a) how teachers define culture, (b) what multicultural practices they endorse, and (c) what school-level factors (i.e. racial/ethnic demographics of the school) and teacher-level factors (i.e. multicultural professional development/coursework, grade level taught, comfort level facilitating multicultural discussions, and definitions of culture) are associated with teachers’ endorsement of multicultural practices. A sample of 45 elementary teachers (grades kindergarten to fifth) in three elementary schools completed a custom-developed survey. Findings indicated that teachers defined culture broadly with infrequent mention of specific identities and did not show strong endorsement of recommended multicultural practices. Teachers’ definitions of culture and their school of employment were associated with teachers’ beliefs about practices. Directions for future and implications for targeted professional development will be discussed. 相似文献
20.
Professional Conversations and Professional Growth 总被引：1，自引：0，他引：1
Murray S. Britt Kathryn C. Irwin Garth Ritchie 《Journal of Mathematics Teacher Education》2001,4(1):29-53
A professional development program for 18 teachers was conducted over a two-year period. The participating teachers taught
in intermediate schools (students aged 11–13) and secondary schools. The teachers worked collaboratively to improve their
mathematics teaching, with encouragement to reflect on their practice but with minimal instruction from the researchers. Results,
as defined by change in teaching practices, beliefs, and reflections, and student achievement, indicated that the collaborative
program was particularly useful for experienced secondary school teachers but less useful for intermediate school teachers.
We concluded that this type of professional development was most useful for teachers who had sufficient knowledge of mathematics;
these teachers were able to focus on pedagogy and to draw connections between aspects of the mathematics they taught, without
recourse to a specialist's advice.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献