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Timo Saloviita 《师资教育杂志》2019,45(3):322-334
An exit survey performed for graduating students is an economical way to assess the outcomes of teacher education. In this study, exit survey data were collected from eight cohorts of Finnish student teachers who graduated between the years 2008 and 2015. A final sample consisted of 1102 preservice primary and subject teachers. A 10-item scale based on INTASC standards of teacher competency was used to measure graduates’ satisfaction regarding the knowledge and experience they had attained. This paper concentrates especially on the results of subject teachers and comparisons between the two teacher categories. The profile of the participants was uneven across domains. The highest means were observed in the domain of planning, while the lowest were in the domain of special education. Factor analysis of the scale produced two factors: instructional efficacy and pedagogic efficacy. Subject teachers scored higher than primary teachers in instructional efficacy, while primary teachers exceeded subject teachers in pedagogic efficacy. Arts, crafts and physical education teachers scored higher than other subject teacher groups. The results indicated the importance of teaching practice in the formation of teacher competence. In the future special attention should be given to the domains that obtained the lowest scores. 相似文献
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This study examined the relationships between implementation of a school‐wide approach to behavior, School‐wide Positive Behavior Support (SWPBS), and teacher self‐efficacy. Twenty‐two teachers from schools implementing SWPBS and 40 teachers from schools not implementing SWPBS completed a questionnaire measuring aspects of self‐efficacy. Differences in ratings of self‐efficacy were examined using multilevel modeling. Results showed that teachers at SWPBS schools reported significantly higher perceptions of teacher self‐efficacy when controlling for school‐level effects. Results are discussed in terms of implications for future research and practice. © 2011 Wiley Periodicals, Inc. 相似文献
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The purpose of this study was to pilot an alternative student teaching supervision model at a college of education in a US context. In the study, the collaborators used multiple paired dyads to supervise student teachers with multiple supports from college faculty. This study examined how teachers and university faculty planned the use of paired dyads and how participants responded to the innovation. The findings suggest teachers and junior faculty can undertake bottom-up reform within larger systemic constraints. 相似文献
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This study explores the impact of teachers’ perception of trust in colleagues on their sense of empowerment in Mainland China, with a particular focus on the mediating role of teacher efficacy. The results of a survey of 1646 teachers indicate that although teachers scored positively on trust in colleagues, efficacy and empowerment, they had relatively lower scores on general teaching efficacy (GTE) and participation in decision-making. Trust in colleagues was a significant predictor of teacher empowerment. In addition, personal teaching efficacy had a significant mediation effect on the relationship between trust in colleagues and teacher empowerment, while GTE had not. These findings lead to some implications for understanding the nature of GTE and the relationship between trust and teacher empowerment. 相似文献
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The authors created a psychometrically sound instrument that could be used to examine K-12 teachers’ perceptions of arts integration. Ten content experts reviewed the initial survey items for construct-fit and readability. Scores from 354 K-12 teachers were examined for the survey’s initial factor structure through exploratory factor analysis (EFA). Then, scores from 1,072 K-12 teachers were analyzed to complete a confirmatory factor analysis (CFA) of the Putting the Arts and the Classroom Together (PACT) data. EFA results indicated a three-factor structure (i.e., value, willingness, and barriers), and CFA results produced model indices showing good fit of the three-factor model. For purposes of examining teachers’ practices in integrating the arts, establishing teacher receptiveness to arts integrated curriculum is important in designing and implementing any professional development program. This survey could be used to establish baseline participant perceptions for staging targeted professional development to support educators in creating appropriate arts integrated curricula. 相似文献
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《Teaching and Teacher Education》2004,20(3):313-323
The present research examined and compared Australian and Chinese teachers’ personal efficacy in instruction, discipline, guidance and beliefs about external influences. Two staged studies were conducted with the participation of 316 Australian teachers (108, 208 in first and second stages, respectively) and 411 Hong Kong Chinese teachers (138, 273, respectively). Results of multiple-group confirmatory factor analyses indicated highly comparable factorial structures of teacher efficacy for the two groups, although personal guidance efficacy was more differentiated from personal instruction and discipline efficacy among Australian teachers. Evidence is provided for the need to incorporate cultural factors into future teacher efficacy research. 相似文献
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Teacher self-concept and efficacy have been investigated with burnout separately, while the two self-beliefs might work together to impact burnout. Guided by a model of the cyclical nature of teacher efficacy, we aimed to extend previous work on self-perceived predictors of teacher burnout by simultaneously investigating teacher self-concept and efficacy to detect the possibility of teacher efficacy being a mediator between teacher self-concept and burnout as well as whether such relationship remains constant across all groups of teachers with different gender and teaching experience. A sample of 1892 teachers across seven Chinese geographical regions completed a self-reported questionnaire addressing self-concept, efficacy, burnout and demographic variables. Structural equation modelling indicated that teacher self-concept influenced the burnout dimensions of emotional exhaustion, depersonalisation and reduced personal accomplishment via teacher efficacy. Further multi-group analysis suggested that this mechanism worked equally across different gender and teaching experience groups. With a non-western teacher sample, teacher efficacy was found to work as a mediator between teacher self-concept and burnout. The finding especially contributes to the knowledge in the teacher efficacy literature. The integrated relationship should be further explored in other cultures. 相似文献
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Trae Stewart 《School Leadership & Management》2013,33(3):233-259
Improved student achievement requires the distribution of leadership beyond one individual. Given their daily connection to students, leadership opportunities distributed to classroom teachers are key to school improvement. Complicating the development of classroom teacher leaders are attrition rates and low teacher efficacy among novice educators. Service-learning and servant leadership offer complementary pedagogical and philosophical approaches to shift the role of classroom teachers and address efficacy concerns. This study utilised a pre-/post-test, quasi-experimental research design to determine to what extent changes would occur over time in pre-service educators’ teacher sense of efficacy and sense of servant leadership from participating in service-learning. 相似文献
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The incorporation of self- and peer-assessment and feedback has significant potential as a pedagogical strategy to promote deep learning in project based coursework. This study examined the impact of a deeper approach to learning on pre-service teachers’ critical thinking and metacognitive skills. It also examined the impact on student learning outcomes within a project based module with a significant design element. Forty-seven students participated in the pilot of an online peer feedback system. Results suggest that the quality of students’ reflections through peer feedback and overall satisfaction with the module remained high despite students’ citing a preference for instructor feedback. The data also indicate that the incorporation of self- and peer-assessment and feedback resulted in higher quality learning outcomes and enhanced critical thinking skills. 相似文献
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Leanne Crosswell 《Asia-Pacific Journal of Teacher Education》2013,41(2):144-158
For graduating teachers, the bridging period between formal teacher preparation and joining the profession is a time of high anxiety and great excitement. While this transition influences efficacy, job satisfaction, career length and future teaching quality, it is widely recognised to be inconsistent, poorly planned and resourced and largely unsupported. In Australia, the transition to teaching remains largely a school-based affair. However, individual schools may not have the resources to support a comprehensive and cohesive transition program. This paper discusses a pilot university program of extended teacher preparation. It reports on the perceived professional learning needs of a group of graduates as they transition to teaching. The key findings indicate that these graduates are seeking ongoing support as they develop confidence in their canonical skills of teaching. The authors argue that university-based programs are one way of providing professional learning and support for beginning teachers. 相似文献
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《Teaching and Teacher Education》2005,21(3):299-314
This study examined how the interaction between student and teacher characteristics affects teachers’ predictions of students’ academic and social success. Three hundred and eighty-four general education teachers responded to (a) one of 32 possible case studies describing a student, in which gender, reading achievement, social behavior, and attentiveness were manipulated experimentally and (b) to a 16-item teacher-efficacy scale. Results showed that (1) teachers with high efficacy make less negative predictions about students, and seem to adjust their predictions when student characteristics change, while low efficacy teachers seem to be paying attention to a single characteristic when making their predictions. (2) All teachers respond similarly to students who exhibit a combination of aggressive and inattentive behaviors, that is, if students are friendly, inattentiveness is tolerated more than if they are aggressive. (3) All teachers make higher predictions of academic success for students reading on grade level even when they are aggressive, than for students reading below grade level even when they are friendly. The authors discuss the importance of attending to the complexity of characteristics each student brings in to the classroom. 相似文献
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This systematic review synthesises research on social capital in relation to teachers and teacher professional learning between the years 2004–2019. The study was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement and the Weight of Evidence framework for quality and relevance appraisal. After applying eligibility criteria, 66 empirical items were included in the final review. The review finds that social capital among teachers has been associated with five categories of outcomes: 1) teacher professional development, 2) the implementation of change, 3) the introduction of new and beginning teachers, 4) teacher retention and job satisfaction, and 5) improved student achievement. These have, in turn, been associated with the implicit outcome of promoting educational equity. A synthesis of enablers and barriers to building social capital among teachers identifies the pervasive role of organisational structures for moderating the relationship between social capital and these outcomes. Findings indicate that different organisational structures may foster different social capital dimensions, such as bonding, bridging, and linking. More research is needed on the relationship between these dimensions and schools' organisational structure to promote the desired outcomes of teacher social capital identified in this review. 相似文献
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Fatima E. Terrazas-Arellanes Lisa A. Strycker Emily D. Walden 《Journal of Research on Technology in Education》2019,51(2):118-134
High-quality professional development is needed to prepare teachers to help students learn how to conduct online academic research and meet Common Core State Standards for English Language Arts. This study created and evaluated a Web-based professional development program with five instructional modules designed to prepare middle-school teachers to teach their students nine strategies for conducting academic research online. The online professional development program was specifically created to help teachers implement the previously developed online SOAR Student Toolkit curriculum with all students in inclusive classrooms. Results of a 2015–2016 pilot study conducted with 13 teachers and 477 students in sixth to eighth grades indicated that most teachers perceived the professional development program to be of high quality and relevant in helping them teach online research skills to their students. Students significantly improved online research skills after learning from trained teachers (27 percentage points improvement, from 18% at pretest to 45% at posttest). 相似文献
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美术教学法是美术教育专业主体课程之一,以培养学生教学能力为主要目标。新一轮课程改革的施行推动了课堂职能和教师角色的转变,也直接决定了美术教学法课程目标发展的新趋势,教学更倾向于培养学生独立设计,获取可持续性发展的能力。这一长远发展目标的实现在现实教学中面临重重困难,解决矛盾的关键是在课程教学中探索更加切合学生能力发展的教学方式,推动美术教学法课程教学改革,使学生由被动的接受式学习变成主动的探索式学习,逐步引导学生成长为研究型教师。 相似文献
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Allegra Joie Midgette Robyn Ilten-Gee Deborah Wong Powers Aki Murata Larry Nucci 《Journal of moral education》2018,47(4):498-518
This study examined the application of Lesson Study for professional development (PD) for a domain approach to moral education. A comparison was drawn between the effects of Lesson Study with 17 teachers and 144 students representing middle schools in the same district as a prior study employing intensive traditional PD. In Lesson Study, groups of same grade teachers construct lessons taught by one group member and observed by the others. Teachers meet following the lesson to critique and improve the lesson using criteria established by teachers and informed by outside ‘experts.’ Findings from analysis of teacher discourse over nine months and end of year surveys revealed improvements in teacher pedagogy, knowledge of moral development, greater sense of professionalism, and efficacy for engagement in moral education in comparison with controls. Fewer lessons were produced, resulting in fewer gains in student moral and conventional reasoning than observed with intensive individualized PD. 相似文献
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This study investigated profiles of South Korean early childhood educators' teacher self-efficacy and contributing factors to teacher self-efficacy. The contributing factors were examined with a focus on early childhood education (ECE) center climate and depression severity in teachers as well as teacher and classroom characteristics. The results suggested that Korean early childhood educators' teacher self-efficacy was multi-dimensional, and each dimension had unique predictors. ECE center climate emerged as the most significant contributor to all teacher self-efficacy domains. Depression severity in teachers was associated with teacher self-efficacy but the facets of association were different according to the attributes of the efficacy domains. Instructional efficacy, which directly pertains to teaching professions, was not associated with depression in teachers. On the other hand, teacher self-efficacy domains containing affective aspects, such as creating positive social contexts and parental involvement and decision-making, were vulnerable to depression severity. 相似文献
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C. Paul Newhouse 《Assessment in Education: Principles, Policy & Practice》2014,21(2):205-220
This paper presents the findings of the first phase of a three-year study investigating the efficacy of the digitisation of creative practical work as digital portfolios for the purposes of high-stakes summative assessment. At the same time the paired comparisons method of scoring was tried as an alternative to analytical rubric-based marking because we believed that it was likely that a more holistic approach to scoring would be more appropriate. Researchers created digital representations of the practical submissions of 75 Visual Arts and 82 Design students graduating from secondary school in Western Australia. These digital portfolios were scored using the two methods, with the scores compared to those officially awarded to the physical forms. It was concluded that the digital representations of the Visual Arts submissions had adequate fidelity for the purpose of awarding high-stakes scores particularly using the paired comparisons method. However, the Visual Arts teachers and students were opposed to digitisation. For the Design portfolios teachers and students were supportive of digital submission, but the structure of the portfolios reduced the reliability and validity of scores, particularly from analytical marking. 相似文献