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1.
Li-fang Zhang 《Learning and individual differences》2009,19(1):113-118
The present study investigates the predictive power of conceptions of effective teachers for teaching styles. Ninety-three academic staff from two large comprehensive universities in the People's Republic of China responded to The Effective Teacher Inventory [Zhang, L.F. (2003). The effective teacher inventory. Unpublished test, The University of Hong Kong: Hong Kong.] and to the Thinking Styles in Teaching Inventory [Grigorenko, E.L., & Sternberg, R.J. (1993). Thinking styles in teaching inventory. Unpublished test, Yale University.]. Results suggested that teachers who considered being superior in research-related activities as a more important attribute of an effective university teacher reported that they taught more conservatively, whereas teachers who perceived teaching-related activities as being more critical functions of an effective teacher reported that they taught more creatively. Implications of this finding for university teachers and administrators are discussed. 相似文献
2.
Comparative analysis of expectancies of efficacy in in-service and prospective teachers 总被引：1，自引：0，他引：1
This study examines the beliefs about effective teaching in student teachers and inservice teachers. We constructed a measurement composed of an adaptation in Spanish of the Gibson and Dembo's (1984. Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569–582). Teacher Efficacy Scale and of the items included in Emmer and Hickman's (1991. Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51, 755–765) “classroom management/discipline efficacy” dimension. A total of 339 participants took part in the study. The factor analysis carried out of the results obtained showed three principal factors: classroom management/discipline efficacy, personal teaching efficacy and general teaching efficacy. Analyses which compared efficacy expectancies showed significant differences in the management and discipline dimension in favour of the group of working teachers, whereas an opposite pattern emerged in the general teaching dimension. In addition, there were differences in the management/discipline dimension in terms of the number of years’ experience in the group of inservice teachers. The interpretation of the results is expressed in terms of the Bandura's perceived self-efficacy theory. We also indicate some implications that the analysis of these expectancies may have for the training and professional development of teachers, and we suggest lines for future research. 相似文献
3.
Susan A. Brown 《The Internet and Higher Education》2012,15(1):50-57
This paper reports on a study at a research intensive University in the North of the UK exploring academics' perceptions of the potential of Web 2.0 for their teaching and any influences shaping those perceptions. It looks at the perceptions of academics ‘on the ground’ as well as those leading teaching and learning strategies at the University. The study identifies a range of perceptions among academics. These are influenced predominantly by academics' beliefs of what constitutes good teaching in their contexts. The paper concludes with an exploration of ways in which the range of perceptions evidenced may inform discussion of Web 2.0, arguing that academics' perceptions are crucial to context-based understandings of its potential. 相似文献
4.
Twenty high school physics teachers were interviewed to determine their awareness of student alternate conceptions in the areas of force and gravity. The teachers were also asked to indicate preferred teaching strategies dealing with alternate conceptions. Teacher predictions of student responses were compared to alternate conceptions held by 315 grade-nine students and published findings from other research studies. Edmonton students were found to possess nearly every alternate conception identified in previous research, in similar proportions. A few previously undocumented alternate conceptions were also identified. At times, students were observed to arrive at the currently acceptable conclusion by using alternate conceptions. The high school physics teachers, as a group, identified nearly all the alternate conceptions used by the students. However, individual teachers were generally aware of only a few alternate conceptions, with fully one third of them possessing alternate conceptions themselves in one or more of the tasks. The teachers were also unable to predict with any accuracy the different types of student responses or the proportion of students choosing each alternative. The teaching strategies outlined by the teachers would be considered only partially effective according to current research findings. 相似文献
5.
Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes
The conceptions Queensland teachers have about assessment purposes were surveyed in 2003 with an abridged version of the Teacher Conceptions of Assessment Inventory. Multi-group analysis found that a model with four factors, somewhat different in structure to previous studies, was statistically different between Queensland primary and (lower) secondary teachers. Primary teachers agreed more than secondary teachers that ‘assessment improves teaching and learning’, while the latter agreed more that it ‘makes students accountable’. The inter-correlation of ‘assessment is irrelevant’ to ‘makes students accountable’ was statistically stronger for primary teachers. Teacher beliefs reflected the differing practices of assessment by level of schooling. 相似文献
6.
Teachers play a crucial role in the development of primary school students’ creative potential in either a positive or a negative way. This paper aims to draw attention to in-service and prospective teachers’ conceptions of creativity and answer three main research questions: “What are the teachers’ conceptions and implicit theories of creativity in general?”, “What are the teachers’ conceptions and implicit theories of creativity in the context of primary education?”, and “How well-trained and equipped do teachers feel to play their key role in the development of students’ creative potential?” A self-report questionnaire was used as an instrument to gather qualitative and quantitative data from 132 Greek in-service and prospective teachers. According to the selected quantitative data we present in this study, the majority of the participants reported that the facilitation of students’ creativity is included in the teachers’ role, but they (teachers themselves) do not feel well-trained and confident enough to realise this particular expectation. The authors conclude that further research is needed in order to: (i) reveal more on teachers’ conceptions on creativity and (ii) understand and classify teachers’ particular needs to facilitate the creative potential of primary school students. 相似文献
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8.
检测聚居地区藏族师范生对不同教学语言的兴趣，是教师合理选择教学语言从事教学活动的依据，本研究测查青海不同地区藏族师范生对教学语言的兴趣，结果表明，双语教学受到普遍欢迎，但以汉语为主的双语教学存在地区性差异，随着年级的升高而对以藏语为主的双语和单语（藏语）教学语言的兴趣有升高的趋势，对以汉语为主的双语教学语言的兴趣有下降的趋势，对单语汉语教学语言的兴趣处于平衡状态，故对藏族中师生应加强以藏语为主的双语教学。 相似文献
9.
Emmanuel Etta Ekuri Julius Michael Egbai Caroline Iserome Ita 《Educational Assessment, Evaluation and Accountability》2011,23(4):307-319
This study evaluated perceived assessment practices needs among social studies teachers in Cross River State, Nigeria, in
relation to some teacher factors (attitude towards social studies, sex, teaching experience and educational qualification).
Subjects who participated in this study were 297 social studies teachers (144 males and 153 females) from 116 secondary schools
in the state. Teacher Classroom Assessment Practices Needs Questionnaire (TCANQ) and Teacher Attitude towards social studies
Inventory were used for data collection in the study. Cronbach coefficient alpha of .81 and .93 were obtained as estimate
of construct validity and internal consistency reliability for the Teacher Classroom Assessment Practices Needs Questionnaire
and the Teacher Attitude towards social studies Inventory respectively. Independent t-test, one way analysis of variance and Pearson Product Moment correlation were used to test the hypotheses. Results indicated
that gender and teacher qualification significantly influence perceived assessment practices needs of social studies teachers.
Significant positive relationship was observed between years of teaching experience and expressed assessment practices needs;
and between attitude towards social studies and assessment needs. It was concluded that factors such as years of teaching
experience, attitude towards social studies, gender and educational qualification significantly influence social studies teachers
perceive priority needs in assessment practices. 相似文献
10.
Linor Hadar 《International Journal of Educational Research》2009,48(1):1-11
This study explored 130 secondary school students’ conceptions of learning using an open-ended task, analyzed both qualitatively and quantitatively. Students’ reality of learning comprised two separate spheres, ideal learning and school learning, which rarely interacted. Generally, students commented more about school than ideal learning. Factor analysis of learning conception categories revealed separate “grand” categories for each sphere and some shared ones. Strikingly, students held complex, deeper conceptions of ideal learning (as self-interest/curiosity, understanding, and knowledge acquisition), but these were separate from their conceptions of school learning as merely the minimal, surface compliance necessary to survive the system by “satisficing” [Simon, H. A. (1955). A behavioral model of rational choice. The Quarterly Journal of Economics, 69(1), 99–118] – satisfying and sufficing – the teachers (grades, task completion, and active class participation). Theoretical and educational implications were discussed regarding classroom instruction to heighten educators’ awareness of students’ thinking about learning. 相似文献
11.
Edilson Arenas 《高等教育研究与发展》2009,28(6):615-628
There is empirical evidence that teachers’ intentions concerning what students should learn, teachers’ beliefs about teaching and teachers’ conceptions of, and approaches to, teaching within a specific context are closely related to the resulting quality of teaching. Following this line of reasoning, I argue in this paper that despite extensive research about good practice teaching international students, it is still unclear what constitutes good practice within this specific context. This research uses empirical data to determine how teachers may improve their understanding of, and adapt their teaching to, diverse groups of international students to meet emergent demands. A sample of 20 academics teaching international students in a medium‐sized regional Australian university participated in the study by responding to the widely used Approaches to Teaching Inventory. Results show that in this sample teachers tend to adapt their teaching approaches to match the context and, to some extent, slightly tend towards a knowledge transmission, teacher‐focused approach to teaching. An understanding of this may be used to implement staff development programmes for teaching practices that promote a student‐focused approach to teaching to encourage knowledge creation and conceptual change when teaching international students. 相似文献
12.
We cite four disconnections among teacher education programmes, research on teaching, and programme assessment that contribute to a paucity of systematically collected evidence and the inability of teacher educators to fully address the “outcomes question” [Cochran-Smith, M. (2003). Assessing assessment in teacher education. Journal of Teacher Education, 54, 187–191] now central to the conduct and future of teacher education programmes. To reduce those disconnections, we present the Development, Research, and Improvement model of programme assessment [Metzler, M. W., & Tjeerdsma, B. L. (1998). PETE program assessment within a development, research, and improvement framework. Journal of Teaching in Physical Education, 17, 468–492] that has guided a comprehensive, longitudinal, and research-based assessment project at Georgia State University in the United States for 13 years. We situate this work in the framework of Self-Study of Teacher Education, now gaining attention worldwide as a legitimate approach to bridging the methodological and evidentiary gap between teacher education programmes, research on teaching, and programme assessment. Examples of data collected in the longitudinal programme are described, along with illustrations of how those data have guided decisions about our teacher education programme, and how those findings can add to the empirical knowledge in teacher education. 相似文献
13.
In a “risk society,” as defined by Beck [(1992). Risk society, towards a new modernity (M. Ritter, Trans.) Newbury Park, CA: Sage, see also Castel, R. (1991). From dangerousness to risk. In G. Burchell, C. Gordon & P. Miller (Eds.), The Foucault effect: Studies in governmentality (pp. 281–298). Chicago: The University of Chicago Press], teachers are risky individuals who, “must become permanent objects of their own suspicion” [Jones, A. (2003b). Touching children: Policy, social anxiety, and the ‘safe’ teacher. Journal of Curriculum Theorizing, 19(2), 112]. The purpose of this study was to explore how four experienced, female teachers for whom “touching” students is a natural component of their teaching, talked about how they made choices about when and how to engage in the risky behavior of touching children. Findings are organized along two axes. The first represents how participating teachers perceived contexts as facilitating or constraining human contact. The second illustrates what conversations about human contact revealed about participants’ teaching selves. This study contributes to the literature on teacher–student relationships as well as the literature on teachers’ decision-making. Implications for future research in teacher decision-making, teacher–student relationships, and teacher education are discussed. 相似文献
14.
In this article, the author uses positioning theory to better understand the complexity of teacher learning about culture in the company of diverse colleagues. Analysis of a yearlong dialogic professional development experience among high school English teachers revealed that although an African American male's storyline informed the group of otherwise white teachers, his position as cultural “expert” limited his and his colleagues ability to reposition themselves. Teacher educators working with increasingly diverse teacher cohorts must consider how best to maximize learning opportunities, open communication, and free participants from subject positions (such as “expert”) that may inhibit overall group learning. 相似文献
15.
西藏自治区推行的以汉为主加授藏语文的双语教学模式是我国藏区最有效的双语教学模式之一。通过对藏汉双语教学政策的调查发现拉萨市大多数教师了解藏汉双语教学政策、认同双语教学政策,能很好地贯彻执行这些政策;拉萨市藏汉双语教学模式较为复杂,主要包括三种模式;在教材方面,初中阶段学生除藏族班加授的藏语文课程使用藏文教材以外,其余课程全部使用人民教育出版社统编汉文教材;藏汉双语师资以藏族教师为主,藏族教师占92.5%;文化背景、学习动机、习得环境等三个因素是影响藏族学生藏汉双语学习的主要因素。 相似文献
16.
沈喜云 《佳木斯教育学院学报》2012,(9):272-273,275
"教师即研究者"已是大家普遍认同的理念和共同追求的目标。教师解决教学实践中的困惑与困难,进行有效教学,教师要实现专业化,成为幸福的教师,必须进行教育教学研究。不断学习,注重实质积累;积极反思,从小处入手;相互协作,团队合作是教师进行教学研究有效途径。 相似文献
17.
Based on the hypothesis that learning preferences tend to vary over cultures, this study compared and contrasted the learning approaches and learning styles between Chinese and American pre-service teachers in an attempt to know more about the learning/teaching landscapes in these two countries as “teachers teach the way they learned” [Dunn, R., & Dunn, K. (1979). Learning styles/teaching styles: Should they...can they...be matched? Educational Leadership, 36, 243, 238–244]. The results showed significant differences between the two groups in deep and surface-learning approaches as well as kinesthetic and visual learning styles. The underlying cultural backgrounds and social–economic factors accounting for the differences were discussed and the implications for teaching and learning enhancement in teacher education were explored. 相似文献
18.
This international study investigated Chinese and American elementary school teachers’ perceptions of effective teaching. The sample comprised Chinese (n?=?108) and US (n?=?110) participating teachers. The Effective Teaching Quality Survey (ETQS) was adopted for this comparative education research, an instrument that operationalized Stronge’s effective teaching theoretical framework. Research questions that guided this study were as follows: (1) what are the differences between the USA and China’s elementary school teachers’ perceptions regarding effective teaching? And (2) when comparing teaching experience, school location, and effective/ineffective teachers, what are the differences between the USA and China’s elementary school teachers’ perceptions on effective teaching? Statistically significant results were found when comparing nationality, teaching experience, school location, and effective/ineffective teaching. How these results related to the US and Chinese educational contexts with respect teaching and learning are discussed. 相似文献
19.
A study was performed to describe and analyze the conceptions about teaching and learning science held by different samples of teachers in Spain. The responses of 265 teachers (107 prospective teachers and 158 active teachers) to items from the Inventory of Scientific and Pedagogical Beliefs (Porlán, 1989) were subjected to multifactorial analysis. The results showed various tendencies in how the teaching/learning process is viewed, ranging from a predominant view based on the transmission-reception of knowledge to a minority constructivist view. There was a greater diversity of viewpoints among the in-service teachers than among the prospective teachers. In both samples, the most representative tendency was learning as appropriation of meanings, followed by a technical view of teaching among the prospective teachers and a more traditional view among the in-service teachers. Finally, some implications for teacher education are discussed. 相似文献
20.
Heather Adamson 《Higher Education》1980,9(5):549-572
This article compares the attitude, of biologists in Australian universities towards teaching and research and their productivity in research with that of British university teachers, as reported by Halsey and Trow (1971). The remarkable similarity between the two groups is attributed to the influence of the British university tradition on the biologists' perception of their roles. Like British academics, biologists in Australia prefer research to teaching and hold a narrow view of the nature and function of universities. Evidence to support Halsey and Trow's (1971 ) claim that the tengion between teaching and research is a central problem in modern universities is presented and four major problems in undergraduate education are analysed in these terms. 相似文献