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1.
Jantine L. Spilt Helma M. Y. Koomen Jochem T. Thijs 《Educational Psychology Review》2011,23(4):457-477
Many studies have examined the importance of teacher?Cstudent relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher?Cstudent relationships for the wellbeing of teachers starting from the Transactional Model of Stress and Coping of Lazarus (1991). Based on theories on interpersonal relationships, it is postulated that teachers have a basic need for relatedness with the students in their class. It is discussed that teachers internalize experiences with students in representational models of relationships that guide emotional responses in daily interactions with students and change teacher wellbeing in the long run. In addition, the notion of mental representations of relationships at different levels of generalization could offer a window to understand how individual teacher?Cstudent relationships may affect the professional and personal self-esteem of teachers. Lastly, it is argued that the influence of student misbehavior on teacher stress may be more fully understood from a relationship perspective. The review shows that few studies have directly tested these propositions and offers suggestions for future research. 相似文献
2.
May Britt Postholm 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):405-429
Background and purpose:?The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers’ learning: how they learn to learn and how they apply their knowledge in practice to support pupils’ learning. The research question addressed in the article is: How do experienced teachers learn? Main argument:?The review is framed by theories within the constructivist paradigm. From this perspective, knowledge is perceived as the construction of meaning and understanding within social interaction. The social surroundings are seen as decisive for how the individual learns and develops. It is argued that courses and lectures, or ‘times for telling’, and teachers’ development of a metacognitive attitude are decisive factors for teachers’ learning within a constructivist frame of reference. Sources of evidence and method:?To attempt to answer the research question, a search was conducted of the subject of pedagogy in the ISI WEB of Science (search undertaken 9 August 2011) using the search strings ‘teacher learning’, ‘teacher development’ and ‘teacher professional development’, and covering the period from 2009 to 2011 to probe the most recent decade of research. Articles that dealt with basic education, primary and secondary school, were selected, and articles that dealt with learning using digital tools and the internet and newly trained teachers were rejected. A set of 31 articles was selected from this search. To ensure width and depth of coverage, this was supplemented by a selection of review studies and research on further education in respect of teachers’ learning. The texts were analysed by means of open and axial coding, developing main and sub-categories. Conclusions:?The review of articles shows that both individual and organisational factors impact teachers’ learning. Teacher co-operation has importance for how they develop, and some of the teachers can lead such learning activities themselves. Moreover, a positive school culture with a good atmosphere and understanding of teachers’ learning, in addition to co-operation with external resource persons, may impact the professional development of teachers. The article concludes with the reflection that learning in school is the best arena for further development of teachers. 相似文献
3.
Fons Dehing Wim Jochems Liesbeth Baartman 《European Journal of Engineering Education》2013,38(1):1-10
How do engineering students develop a professional identity during the course of the curriculum? What are the development mechanisms and important conditions? In an exploratory study among teachers the authors tried to find out whether the development of engineering identity can be understood by using the theoretical models of Ibarra and Sullivan. The results showed that the development of engineering identity is boosted during the internship in industry in the third year. Furthermore, the theoretical models could be recognised in the findings and four interaction types in internships, with significant differences in effect on identity development, could be identified if two dimensions were used: (1) industry supervisors’ perception of students; (2) the professional responsibility awarded. Some recommendations for curriculum improvement could be made; for example, introducing projects into the curriculum to stimulate identity development from the start. Further research is required on students’ preparation for internships. 相似文献
4.
This article reviews the international literature on video viewing in teacher education and professional development. Two hundred and fifty-five articles were collected, summarized and categorized using a conceptualization that includes four aspects: teachers' activity as they view a classroom video, the objectives of video viewing, the types of videos viewed, and the effects of video viewing on teacher education and professional development. The findings in each of these aspects suggested three main questions that may profitably guide future research: How can teaching teachers to identify and interpret relevant classroom events on video clips improve their capacity to perform the same activities in the classroom? How can we best articulate the diverse objectives of video viewing and the diverse types of videos in teacher education and professional development programs? How can we create a “continuum” between teacher education programs and professional development programs in such a way that video viewing becomes a routine, familiar professional practice able to produce the desired effects over the course of an entire teaching career? 相似文献
5.
Anne S. Hynds Rawiri Hindle Catherine Savage Luanna H. Meyer Wally Penetito Christine Sleeter 《The Teacher Educator》2013,48(3):230-249
There is a dearth of empirical evidence that examines the impact of teacher professional development for culturally responsive pedagogies, particularly on Indigenous student achievement and teacher practices. Te Kotahitanga was a large-scale professional development initiative for culturally responsive practices for secondary teachers in New Zealand. To study its impact, we used a mixed-methods research approach to gather and analyze data on student achievement outcomes, classroom practices, and perceptions of teachers and students. While results suggested positive changes associated with the program, findings also highlighted ongoing challenges associated with transforming practice for Indigenous Māori students. Specific challenges of analysis are highlighted, along with recommendations for further research and development work in secondary schools. 相似文献
6.
7.
Kirin Sahasewiyon 《Educational Action Research》2013,21(4):493-514
Abstract This article investigates the dynamic overall picture concerning the development of local curriculum in Thailand through action research conducted by 27 Thai elementary school teachers in three private schools in Fang District, Chiang Mai Province. This was the teachers' first experience with action research. The article examines the following questions: ‘How do teachers develop local curriculum through action research?’ and ‘What is the impact of action research on the professional learning of teachers?’ The field research methodology was primarily based on participant observation and informal interviews. The findings illustrate the various factors impacting on the development of local curriculum in Thailand through the action research of the teachers. They also shed light on the main role of the researcher in monitoring the progress of the project and acting as facilitator. The article also discusses the positive impact of the action research process on the professional learning of the teachers and reveals the unique cycle form of the action research process of Thai teachers. 相似文献
8.
Marianne B. Barnes Emilia M. Hodge Melinda Parker Mary Jo Koroly 《Journal of Science Teacher Education》2006,17(3):243-264
The purpose of this study was to examine how the practicing science and mathematics teachers participating in the University
of Florida's Teacher Research Update Experience (TRUE) perceived their experiences in Summer 2000. We conducted in-depth interviews
and collected data from survey questionnaires and addressed research in the following areas: How do participants perceive
their experiences during the 7-week program designed to enhance science, mathematics, and technology knowledge and skills?
How have these experiences contributed to their professional and personal growth and development, and how will they influence
teaching and student learning? Findings from interviews provided insights into the thoughts, motivations, and, in some cases,
insecurities of these adult learners. Follow-up studies are indicated on long-term impact of immersion professional development
programs. 相似文献
9.
已有相关研究多集中于探讨经费收入与学术产出的关系，但经费无法直接转化为学术研究成果，对于这一过程的“黑箱”还未有明确认识。本研究尝试分析经费支出对大学发展的影响机制并优化经费配置路径。基于2007—2018年间58所教育部直属高校的校际面板数据，研究采用逐步法和双向固定效应模型分析了经费支出对学术产出的影响程度与作用机制。研究发现：从直接效应来看，经费支出规模对学术产出具有显著正向影响；就中介效应而言，经费支出通过专任教师、硕博士生、固定资产和课题等路径实现学术产出水平的提升，其中正高级教师、硕博士生和课题项目发挥着更大的中介效应。基于此，政府可继续增加对研究型大学的经费投入，并鼓励其多渠道筹措经费；政府还要减少经费使用限制，鼓励大学优化经费配置路径和方式，将更多经费用于教师、硕博士生等人员支出，并设置更多课题项目，从而在遵循高等教育发展规律的基础上，提高经费配置效率，为提升高水平研究型大学建设水平提供实证数据、理论依据和政策参照。 相似文献
10.
Lisa Didion Jessica R. Toste Marissa J. Filderman 《Journal of research on educational effectiveness》2020,13(1):29-66
AbstractResearch-based instruction is necessary to support students’ reading development, and professional development (PD) is a critical avenue to ensuring high-quality instructional practices. To date, there has been no comprehensive review focused on the effects of teacher PD on student reading achievement. As such, the purpose of the present meta-analysis was to examine the impact of teacher PD on reading outcomes for students in kindergarten through 8th grade. A secondary aim was to determine whether study, program, or participant characteristics were potential moderators of these effects. A comprehensive search of published and unpublished research between 1975 and 2017 resulted in 28 studies that met prescribed criteria. Results indicate that teacher PD has a moderate and significant, positive average effect on reading achievement. However, moderator analyses did not explain the variance in the effects of PD on student outcomes. Primarily, studies represented typically-developing students in the elementary grades, with only three studies including middle school students and four studies including reading outcomes of students with or at-risk for reading disabilities. Recommendations for improved study designs that allow for more in-depth investigation of the characteristics of effective PD and mechanisms of change in student outcomes are discussed. 相似文献
11.
Emmy Vrieling Antoine van den Beemt Maarten de Laat 《Studies in Continuing Education》2019,41(1):76-93
It is increasingly recognised that social learning by teachers can stimulate professional development. In this study, we search for the social behaviour patterns which can act as a catalyst for professional development, with an explicit focus on student teachers’ learning. Based on the ‘Dimensions of Social Learning (DSL) Framework’, including 4 dimensions and 11 indicators of social learning, the present study explores the social configuration of one network of primary teachers (n?=?12), student teachers (n?=?12) and teacher educators (n?=?2). Two research questions guide this exploration: (1) What patterns of social behaviour in teacher networks are likely to lead to professional learning? (2) What network facilitation guidelines can be discerned to assist teachers and teacher educators wishing to optimise student teachers’ professional development? Data collection consisted of video recordings, reflective notes and semi-structured interviews with network members. The findings paint a picture of how social learning in teacher networks is related to the group’s social configuration. Observation criteria and student facilitation guidelines are suggested to support professional development within teacher networks. For each dimension in the DSL Framework, one point of attention is discerned to optimise students’ learning in teacher networks. 相似文献
12.
Deborah Tatar Jeremy Roschelle Jennifer Knudsen Nicole Shechtman Jim Kaput Bill Hopkins 《学习科学杂志》2013,22(2):248-286
We report on the initial attempts at evaluating at scale a particular technological/curricular innovation that enables more students to develop deeper knowledge. The methods, issues, and findings of the current pilot experiment speak not only to the success of SimCalc MathWorlds, the focus of our research program, but also to the evaluation at scale of a broad class of representationally innovative technologies and to the merit of long-term investment in design-based research. In particular, we present conditions and findings from a completed pilot experiment involving 21 seventh-grade mathematics teachers from Texas. Pilot outcomes suggest that (a) innovative representational technologies can have an important impact on student learning, (b) considerable impact can be found across a wide range of teachers and conditions, and (c) these gains can be detected even in the absence of other desirable conditions. In particular, detection of student gains does not, in our case, depend on having a long-term context of learning, long-term teacher professional development, or a shift to learner-centered constructivist pedagogy. The full experiment will replicate and extend our experimental design with a wider range of teachers and schools, model the factors that contribute to classroom success with such technology, and explore what happens as research support fades away. 相似文献
13.
Bella Gavish 《Teachers and Teaching》2017,23(2):153-170
To open a window into perceptions entailed in the professional world view of special education teacher trainees, three research questions were developed: (a) What are their motives for joining the profession? (b) How do they perceive the role of the special education teacher? and (c) What are their expectations from teacher training? The research was carried out using a qualitative approach. Ninety-three students about to begin their professional training in special education in an Israeli teacher-training college completed a questionnaire consisting of five open questions. The data were analyzed according to the grounded theory approach. The research findings showed that the trainees chose special education because they wanted to belong to a group of teachers perceived as the most ethical; one that considers its mission to help ‘vulnerable’ individuals, mold their characters, and ‘have an impact on society.’ The role of special education teachers was perceived mainly as caring for students and their parents; the trainees expected that during their training, they would become completely familiar with the range of disabilities and how to deal with them, as well as learn about themselves and strengthen their teaching skills. The world of special education was perceived as ‘mysterious,’ having a high moral standing; as a closed profession, in that relations are limited to teacher, child, and parents; but with a spiritual aspect. The professional world of special education as perceived by the teacher trainees was different than that actually waiting for them, and for which teacher training institutes must prepare them. 相似文献
14.
Philippa Cordingley 《牛津教育评论》2013,39(2):234-252
This paper summarises findings from several systematic research reviews about the contribution of research to effective continuing professional development and learning (CPDL) activities and their impact on pupils and teachers. It starts with a review of how teachers engage in and with research as part of CPDL, how teachers and researchers shape professional learning activities and identifies key processes linked to positive outcomes. Finally it explores how different research contributions can be developed to make a more visible contribution to CPDL.The paper highlights common characteristics of effective CPDL, including: sustained collaboration with professional colleagues, including both making use of specialist expertise and structured peer support for embedding specialist contributions; an understanding of and commitment to professional learning, including enquiry-oriented learning and learning to learn from looking; a focus on refining teaching and learning, working towards aspirations for specific pupils side by side with theory; and effective scaffolding and modelling of learning by both teachers and leaders for colleagues and for pupils. The key implications of these findings are explored in the conclusions and include the importance of conceptualising researchers’ contributions to CPDL as specialist expertise and/or researchers and Masters tutors harnessing the potential of peer support between teachers. They also explore overlaps between core research and teaching skills and the need for a shared language between teachers and researchers to enable concepts like analysis, theory and criticality to be valued as practical tools for enhancing professional practice. 相似文献
15.
The study investigated the effect of international student teaching experience on the professional and personal development of preservice teachers. Within the framework of their internship program, 26 graduate students in a private university in Turkey had a two-month internship in a mid western state in the United States, the main component of which was a six-week student teaching experience in high schools. Student teachers worked with mentors in pairs or triads in six high schools in different subject areas. They got involved in teaching practices, technology seminars, and diverse cultural activities during their internship. The student teachers and mentor teachers were surveyed through e-mail and three student teachers were interviewed to evaluate the outcomes of the program. The findings of the current research suggest that the international student teaching experience and the overall internship program with its cultural components contributed in a positive way to student teachers’ professional and personal development and helped student teachers increase their cultural awareness. The findings also suggest that the presence of international students in US schools and society in general helped American students and people have a better idea of other countries and cultures. 相似文献
16.
Carla C. Johnson 《Journal of Science Teacher Education》2007,18(4):629-661
The experiences of middle school science teachers at two schools in the southeastern US who participated in collaborative,
sustained, whole-school professional development and their implementation of standards-based instructional practices are the
focus of this study. Participants were involved in their second year of the professional development experience. The research
question that was explored was “How are science teachers implementing standards-based instruction while participating in effective
professional development experiences?” Data collected in the form of teacher interviews and classroom observations using an
observation protocol. Findings indicate that even with effective professional development, teachers implement standards-based
instructional practices at varying levels. The reasons for these differences are discussed and the role of teacher beliefs
and the impact of beliefs, experience and support from administrators on professional development efforts are discussed. Implications
for future science education reform stakeholders and professional development efforts are revealed. 相似文献
17.
Ellen M. Granger Todd H. Bevis Sherry A. Southerland Yavuz Saka Fengfeng Ke 《科学教学研究杂志》2019,56(3):348-370
This research examines factors influencing elementary science teacher learning as they participate in professional development with and enactment of educative curricula in comparison with learning following limited professional development and enactment of traditional curricula. Using a randomized cluster design (125 teachers and 2,694 students in 4th—5th grades) that met the What Works Clearinghouse standards without reservations, teacher learning was conceptualized using four outcomes. Data were analyzed using standard single-level multiple regression models and possible mediation models for the teacher outcomes were considered using piecewise multiple regression and path analytic approaches. Treatment group teachers experienced greater increases in content knowledge, views of science inquiry, beliefs about reform-based teaching, and teaching self-efficacy than comparison group teachers. The findings indicate that what teachers learn from the combination of professional development and teaching with educative curriculum varies according to what their knowledge and beliefs are on entering the experience. Surprisingly, high entry-level self-efficacy was associated not only with lower learning gains for the teachers, but also for their students. Finally, teachers' space science learning and that of their students are implicated as mediators of the positive effect of the professional development and educative curriculum enactment on teacher beliefs about reform science teaching. This work refines and extends a theoretical framework of teachers' participatory relationship with curricula. 相似文献
18.
19.
Minjung Ryu 《International Journal of Science Education》2019,41(10):1303-1323
Bilingual and multilingual speakers mix two or more languages for communication, gaining information and sense-making in varieties of contexts. How do bilinguals mix languages and what does the mixing afford for their learning and participation? This study examines these questions, focusing on Korean-English bilingual youths in a community-based after-school science programme in the United States. A close analysis of videorecordings of the programme sessions demonstrates the ways in which bilinguals negotiate their participant positions and negotiate meanings in their study of science topics. The findings reveal that bilinguals utilise their Korean proficiency to craft diverse ways of participation and that linguistic and scientific sense-making co-occur and support each other. Based on these findings, I offer implications as to how science teachers should perceive students’ mixing of multiple languages and how they can support bilinguals’ learning of science content and English. Additionally, I suggest a future research direction that can help teachers to prepare for linguistically diverse science-learning and -teaching contexts. 相似文献
20.
Learning science through research apprenticeships: A critical review of the literature 总被引：1，自引：0，他引：1
Science education models for secondary and college students as well as K‐12 teachers have been dominated by classroom‐based approaches. Recently, research apprenticeships wherein learners worked with practicing scientists on authentic scientific research have become increasingly popular. The purpose of this critical review of the literature was to review and synthesize empirical studies that have explored learning outcomes associated with research apprenticeships for science learners. We reviewed 53 studies of scientific research apprenticeship experiences for secondary students, undergraduates and teachers, both pre‐service and in‐service. The review explored various learning outcomes associated with participation in research apprenticeships. These outcomes included effects of apprenticeship experiences on participant career aspirations, ideas about the nature of science (NOS), understandings of scientific content, confidence for doing science and intellectual development. The extant literature supported many of the presumed positive associations between apprenticeship experiences and desired learning outcomes, but findings related to some themes (e.g., NOS understandings) supported conflicting conclusions. Implications included importance of the length of the apprenticeship, need to explicitly place attention on desired outcomes, and engagement of participants. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:235–256, 2010 相似文献