共查询到20条相似文献，搜索用时 31 毫秒
1.
Xiao Lan Curdt-Christiansen 《International Journal of Educational Research》2010,49(6):184-194
This paper explores a group of Singaporean English language teachers’ knowledge and beliefs about critical literacy as well as their perspectives on how best to teach literacy and critical literacy in Singapore schools. A face-to-face survey was conducted among 58 English language teachers by using open-ended questions. The survey covered various topics related to literacy instruction including text decoding, meaning construction, and critical analysis of texts. The participating teachers believed strongly that reading and writing are transactional and interactional practices. However, they were less certain in their beliefs about teaching critical literacy including the critical, analytical and evaluative aspects of text reading. Some teachers saw a conflict between using time on teaching critical literacy and preparing students to pass their exams. As critical literacy is not a requirement at exams, they found it difficult to justify using time teaching it. The results suggest that the teachers’ belief systems are strongly influenced by the broad macro-structure of the educational system in Singapore and their own educational experiences. 相似文献
2.
Paul Hennissen Frank CrasbornNiels Brouwer Fred Korthagen Theo Bergen 《Teaching and Teacher Education》2011,27(6):1049-1058
The aim of this study is to clarify how pre-service teachers perceive mentor teachers’ use of mentoring skills. Sixty stimulated-recall interviews were conducted, each in connection with a previously recorded mentoring dialogue. A quantitative analysis showed that six types of mentoring skills appeared to be perceived by pre-service teachers as offering emotional support and five others as offering task assistance. After mentor teachers were trained in mentoring skills, shifts in their frequencies of use of distinct skills, as observed by independent raters, corresponded to a considerable extent with shifts in frequencies of pre-service teacher perceptions of mentor teachers’ mentoring behaviour. 相似文献
3.
This study explored whether and how teachers’ beliefs about moral values are reflected in the student-teacher relationships (i.e. levels of control and affiliation in teachers’ and students’ perceptions of this relationship), and in teachers’ cultural competence. A positive association was found between teachers’ paternalist beliefs and their own perceptions of control. A negative association was found between teachers’ liberal beliefs and students’ perceptions of affiliation. Positive associations were found between teachers’ liberal beliefs and the metacognitive and motivational components of cultural competence. We discuss the implications for preparation of teachers to reflect on the manifestations of their beliefs in practice. 相似文献
4.
Ilse Ruys 《Teaching and Teacher Education》2011,27(7):1090-1100
This study explores the development of student teachers’ skills in implementing collaborative learning (CL) using a multilevel repeated measures design. Participants were 105 pre-service teachers that were trained in CL implementation. The results indicate that student teachers generally perform well in implementing CL. Further, it appears that these skills increase over time, although no linear growth can be found. Student teachers’ skills development appears to be positively connected with their general feeling of teaching efficacy. Surprisingly, training and students’ pedagogical knowledge have no significant impact. 相似文献
5.
Theresa Alviar-Martin Li-Ching Ho 《Teaching and Teacher Education》2011,27(1):127-135
This qualitative study attends to six Singaporean teachers’ experiences of diversity and understanding of multicultural education to illuminate the influence of national policies and narratives on teachers’ perceptions and practice. These cases illustrate that, beyond reflection on identity and diversity, there is a need for teachers to examine how political, cultural, and economic principles have shaped their understanding of diversity and multicultural education. The authors discuss findings in light of socio-political constraints faced by Singapore teachers and forward implications for teacher education. 相似文献
6.
Recognizing the importance teachers’ own voices play in their own professional development, the case study reported in this paper aims to illuminate the role that formal instruction and immersion in research can play in shaping teachers’ views of teacher-research and of themselves as future enquiring practitioners. The study was conducted with a group of nine overseas teachers attending a B.Ed. (Honours) degree in TEFL run by a higher education institution in Britain. Data were collected via questionnaires, semi-structured interviews and field notes from direct observation. Using a grounded theory methodology, the multiple sources of data were integrated into a theoretical model of ways of describing teacher research. The results of the study confirm previous assumptions that the highly-structured nature of the academic format of doing and reporting research may fall short of providing teachers with skills and tools for reflection that are easily transferable to practice. 相似文献
7.
This study concerns the relation between teachers’ beliefs towards teaching behaviour and their actual teaching behaviour in teacher portfolio assessment. We analysed the beliefs and behaviour of 18 teachers as described in their portfolios. In addition, each portfolio was independently assessed by two trained raters on eight content standards and the teachers’ classroom behaviour was assessed by their own students in a questionnaire (n=317). Linear multilevel analysis showed that part of the raters’ assessments of the teachers’ beliefs and their behaviour as described in their portfolios was significantly related to the students’ assessments of their teachers’ behaviour. Teachers with high raters’ assessments on the content standard about ‘choosing and arguing for teaching strategies that meet students’ knowledge, abilities and experience’ had significantly higher student assessments than teachers who were judged low on this standard. Implications of the results and suggestions for further research are discussed. 相似文献
8.
Sascha Schroeder Tobias RichterNele McElvany Axinja HachfeldJürgen Baumert Wolfgang SchnotzHolger Horz Mark Ullrich 《Learning and Instruction》2011,21(3):403-415
This study investigated the relations between teachers’ pedagogical beliefs and students’ self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers’ instructional behaviors and students’ engagement in learning from texts with instructional pictures were assessed by means of student ratings. Teachers’ beliefs about using texts with instructional pictures in their teaching were assessed by a self-report questionnaire. Results showed that the more teachers believed that students should be taught clear strategies on how to learn from texts with instructional pictures the more engagement was reported by their students. A multilevel mediation model showed that the association between teachers’ beliefs and students’ self-reported engagement was mediated by teachers’ perceived instructional behavior. 相似文献
9.
10.
11.
This paper reports the results of a study that examined preservice teachers’ perceptions of which program experiences contributed to shifts in their culturally responsive dispositions and teaching practices. At the time of the study, participants were engaged in a teacher preparation program designed to prepare teachers to work with culturally, linguistically, socio-economically, and ability diverse young children and their families. The findings suggest that five types of experiences, interacting with each other, were instrumental in effecting changes in dispositions and teaching practiced. The experiences included material resources, diverse internship experiences, interactions with diverse families, critical reflection, and discussion and dialogue. 相似文献
12.
Based on self-determination theory, this study proposes and tests a motivational model of intraindividual changes in teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment). Participants were 806 French-Canadian teachers in public elementary and high schools. Results show that changes in teachers’ perceptions of classroom overload and students’ disruptive behavior are negatively related to changes in autonomous motivation, which in turn negatively predict changes in emotional exhaustion. Results also indicate that changes in teachers’ perceptions of students’ disruptive behaviors and school principal’s leadership behaviors are related to changes in self-efficacy, which in turn negatively predict changes in three burnout components. 相似文献
13.
The paper explores the issue of teachers’ professional vulnerability using a range of messages from an online teachers’ community on the Chinese mainland. The study reveals how macro changes at policy level impact on teachers’ professional relationships and in turn their professional identities in teacher discussants’ perceptions. Furthermore, the paper argues that the Chinese cultural tradition somehow adds to teachers’ professional vulnerability. While the tradition used to give teachers authority, it imposes burdens on teachers and subjects them to close scrutiny, which consequently make them feel more vulnerable. The paper concludes with critical reflections on its methodology and findings, calling for further research into the issue. 相似文献
14.
All changes of the character of education and improvement of its quality depend, in our view, particularly on the teacher.
To be able to do their work efficiently, teachers have to be equipped with professional skills and dispositions, with “teachers’
competence”. For their professional growth, we consider indispensable competence in reflection, which is aimed at the teacher’s
activities with regard to aspects of pedagogy and/or subject-didactics. From the point of view of the goals and content of
their teaching and the methods of work (and their realisation), the development of teachers’ conscious self-reflection on
their own teaching and systematic pursuance of joint reflection with other teachers and/or researchers can promote the teacher’s
professional growth. In this paper, we show how a selected group of elementary school teachers reflected on their competence
in the course of preparing, carrying out and analysing several instruction experiments. The paper is based on samples of teachers’
reflections and their gradual development from mere simple conversations based on intuitive perceptions, through searching
for effective teaching approaches, to the deep assessment of mathematics teaching from the point of view of topics and their
didactic elaboration and to suggestions for the teachers’ own experiments.
May the teacher know what he teaches.
May the teacher know how to teach.
May the teacher be sincerely interested in teaching.
Comenius 相似文献
15.
Do teachers’ own learning behaviors influence their classroom goal orientation and control ideology?
This study explored the relationship between teachers’ own learning behaviors and their teaching practices. Experienced teachers taking graduate courses responded to an instrument measuring their self-regulated learning as students and their teaching practices as indicated by how they conveyed the purpose of engaging in academic work (i.e., goal orientation) and their approach toward discipline (i.e., control ideology). The data were analyzed using structural equation modeling. The results indicate that teachers own self-regulated learning behaviors influence the extent to which teachers convey a mastery goal orientation, which in turn leads to a more humanistic control ideology. Implications for teacher education programs are discussed. 相似文献
16.
Kathleen Cranley Gallagher Kirsten Kainz Lynne Vernon-Feagans Kelley Mayer White 《Early childhood research quarterly》2013
An increasing body of literature documents associations between student–teacher relationships, children's academic success, and children's social competence in school. Less is known about characteristics and processes involved in the quality of relationships between students and teachers, and little research has examined these issues with populations of young students and teachers living in rural communities. The current study examined the relationships between rural kindergarten and first-grade students and their teachers in spring of the school year, predicted by child demographic factors, child process factors, and teacher characteristics. Using a multi-level model to account for clustering of children in classrooms, children's behavior and literacy skills were examined as contributors to the teachers’ perceptions of the developing teacher–student relationship, focusing on their potential to mediate associations between more distal characteristics and teacher–student relationships. Controlling for relationship conflict in fall, boys and African American students were more likely to have relationships with teachers that were higher in conflict in spring. When behavior and literacy skills measures were added to the model, children's behavior mediated the effect of gender, such that behavior problems accounted for much of the variance in student–teacher conflict associated with gender. However, neither behavior problems nor literacy skills mediated the effects of minority status on conflict; African American students had poorer relationships with teachers regardless of behavior or literacy skills. 相似文献
17.
This study aims to unravel the relationships between student teachers’ learning patterns and how they actually learn in practice as measured during multiple concrete learning experiences. In previous research aptitude and event measures often pointed in different directions. 90 student teachers’ learning patterns were measured with an aptitude instrument, designed for the specific context of learning to teach. Multiple concrete learning activities were measured with a structured digital log. Results showed meaningful relations between students’ learning patterns and their learning activities, taking multiple learning experiences into account. Survival oriented student teachers show more inactiveness in their learning, reproduction oriented student teachers learn by doing to improve their teaching behavior, dependent meaning oriented student teachers are more influenced by previous negative experiences and independent meaning oriented student teachers show the most deep and most active way of learning. But interestingly, the results also show that some relations as described in literature did not show up. The choice for a particular processing strategy and also the intentionality of the learning experiences was not related to student teachers’ learning patterns. This study demonstrates the added value of combining both types of instruments in research and practice. 相似文献
18.
Employing the concepts of emotional labour and emotional rules, the present study explored the emotional rules governing teachers’ work in the context of Mainland China. This showed that teachers can be seen as emotional workers in teaching and there are four emotional rules for Chinese teachers’ feelings and emotional expressions. For Chinese teachers, teaching contains a salient component of “heart-consuming” labour (caoxin). They rationally instrumentalise their emotional experience and expression to follow the professional and ethical norms in teaching. Because of this, the nature of teachers’ emotional labour and emotional rules in the context of Chinese culture is discussed. 相似文献
19.
20.
Laurie A. Dinnebeil Brook E. Sawyer Jessica Logan Jaclyn M. Dynia Edward Cancio Laura M. Justice 《Early childhood research quarterly》2013
A comprehensive research base exists concerning the congruence between parents’ and teachers’ ratings of the behavior of typically developing young children. However, little research has been conducted regarding the degree to which parents’ and teachers’ behavioral ratings of young children with disabilities are congruent. Additionally, previous research has not always correctly proportioned the variance to that between and within classrooms. The purpose of this study was to examine congruence (using hierarchical linear modeling) at the classroom level, rather than the individual student-level, between parents’ and teachers’ ratings of young children's social skills and problem behaviors. We also examined the potential impact of selected family and child demographic variables, including disability, on this congruence. Consistent with other researchers, we found moderate levels of congruence for children's social skills (as framed by strengths-based statements) and low levels of congruence for problem behaviors (as described using deficit-based terminology). Parents’ and teachers’ congruence was higher when rating the social skills of young children with disabilities as compared to young children without disabilities. 相似文献