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1.
本研究基于社会资本理论,通过实证调查确定了跨界机会、合作意愿和教学能力等三项对民办高校教师专业发展效果具有影响的主要因素,提出理论模型和假设,进而运用结构方程软件对假设进行验证,并基于研究结论提出了几点启示。 相似文献
2.
马新燕 《金华职业技术学院学报》2013,13(3):7-10
以301名民办高职院校教师为被试样本,实证分析了民办高职院校教师职业压力、离职倾向现状。通过层级回归分析法处理数据,得出结论：职业压力对离职倾向存在正向预测作用,职业压力的五个因子学校管理与教师待遇、角色职责、自身发展、学生因素、人际关系对离职倾向具有显著影响。因此,政府和学校应采取有效措施缓解民办高职院校教师职业压力,以提高教师工作满意度,降低离职倾向,稳定教师队伍,促进学校的健康发展。 相似文献
3.
Understanding (in)formal learning in an academic development programme: A social network perspective
Most professional development programmes provide teachers with formal and informal social networks, but limited empirical evidence is available to describe to what extent teachers build internal (within their programme) and external (with colleagues not involved in the programme) social learning relations. We triangulated Social Network Analysis with qualitative free exercise responses. Participants developed on average 4.00 internal and 3.63 external relations, and discussed teaching 128 times per year with externals. MRQAP modelling indicates group division, department, and friendships predicted learning ties. These findings indicate that research on impact of teacher education should widen its focus beyond the formal programme boundaries. 相似文献
4.
Milena Ivanuš Grmek 《Educational studies》2008,34(5):433-442
In the first part of the paper, different models of teacher education are presented and analysed: the pre‐technocratic model or the model of training master craftsmen; the technocratic model or the model of applied science; and the post‐technocratic model or the reflexive model. In the second part of the paper, the results of the empirical research are presented. The aim of the empirical research was to determine the influence of undergraduate teacher education on teachers’ perceptions of learning and teaching and, consequently, on teachers’ actions. In Slovenia, teachers’ education was carried out following two main models: the pre‐technocratic model or model of training master craftsmen, which was typical for the Academy of Education, and the technocratic model or the so‐called model of applied science, which is used at the education faculties nowadays. Because of this dualism in teachers’ education models, there exist differences between teachers and their perception and actions as well. 相似文献
5.
卢长娥 《阜阳师范学院学报(社会科学版)》2013,(1):143-146
采用幼儿教师工作压力问卷、社会支持量表和症状自评量表对302名幼儿教师进行了调查,表明:(1)工作压力与社会支持呈显著负相关,与心理健康呈显著正相关;社会支持与心理健康呈显著负相关。(2)自我期望和工作条件、工作负荷、幼儿和家长、主观支持、客观支持对幼儿教师的心理健康有显著的预测作用;工作负荷、工资福利待遇两个因子通过社会支持间接影响幼儿教师的心理健康;自我期望和工作条件、工作负荷、幼儿和家长以及对社会支持的利用度共同作用于幼儿教师的心理健康。(3)通过构建结构方程模型进一步验证了社会支持是工作压力与心理健康关系中的中介变量。 相似文献
6.
Dr. Johannes König Univ.-Prof. Sigrid Blömeke 《Zeitschrift für Erziehungswissenschaft》2009,12(3):499-527
Whilst experience of testing subject-specific knowledge of prospective and practicing teachers is generally available, the standardized capture of their cross-subject, pedagogic knowledge remains a new field of inquiry. This contribution will present a way of defining and capturing this knowledge with reference to standards for teacher training and insights from general didactic and teaching theory. We focus on five vocational requirements with which teaching staff see themselves confronted: structuring lessons, motivation, dealing with heterogeneity, leading lessons and assessing performance. Using the Rasch-Model, we carried out an empirical study on the structure of cross-subject knowledge based on 802 student teachers. As expected, the model, which differentiates between the five areas of knowledge, reflects the data better than a model, which assumes pedagogic knowledge to have a homogeneous structure. This provides empirical insights into long-going theoretical discussions on pedagogical knowledge. The results also reflect the context of typical learning opportunities in teacher training. 相似文献
7.
Gerry J. Reezigt Henk Guldemond Bert P.M. Creemers 《School Effectiveness & School Improvement》2013,24(2):193-216
Educational effectiveness research is often criticised because of the absence of a theoretical background. In our study we started out from an educational effectiveness model which was developed on the basis of educational theories and empirical evidence. We have tested the main assumptions of the model by reanalysing a large-scale longitudinal dataset which contains elementary school data of subsequent student cohorts, their teachers and their schools. We found some expected positive effects on achievement of individual classroom and school factors in the effectiveness model but these were not stable across school subjects and student cohorts. When factors were grouped into clusters the findings remained essentially the same. To interpret the clusters we made use of the concept of consistency, which refers to a balance between factors which may enhance effectiveness. Some teachers and schools are more consistent than others, but this does not affect the achievement of their students. Cross-level interaction effects were not found. The instability of effects makes it hard to suggest changes in the model at this moment. 相似文献
8.
Retaining teachers in the early stages of the profession is a major issue of concern in many countries. Teacher resilience is a relatively recent area of investigation which provides a way of understanding what enables teachers to persist in the face of challenges and offers a complementary perspective to studies of stress, burnout and attrition. We have known for many years that teaching can be stressful, particularly for new teachers, but little appears to have changed. This paper reviews recent empirical studies related to the resilience of early career teachers. Resilience is shown to be the outcome of a dynamic relationship between individual risk and protective factors. Individual attributes such as altruistic motives and high self-efficacy are key individual protective factors. Contextual challenges or risk factors and contextual supports or protective factors can come from sources such as school administration, colleagues, and pupils. Challenges for the future are to refine conceptualisations of teacher resilience and to develop and examine interventions in multiple contexts. There are many opportunities for those who prepare, employ and work with prospective and new teachers to reduce risk factors and enhance protective factors and so enable new teachers to thrive, not just survive. 相似文献
9.
Annemieke Zwaans Ineke van der Veen Monique Volman Geert ten Dam 《Teaching and Teacher Education》2008,24(8):2118-2131
This article concerns the relationship between social–educational goals and the school context. We used a questionnaire to map the educational goals of teachers in pre-vocational education in the field of social competence, and investigated whether these goals were related to the percentage of students from ethnic-minority groups and to the urban environment of the school. The results show that all teachers, regardless of the school context, value promoting the social development of their students as an educational goal. We did not find a relationship between the context the teachers work in and the social-competence goals they aspire to in their subject. However, teachers working in a more complex school environment, in terms of both the ethnic heterogeneity of the student population and the urban environment of the school, did consider a number of social-competence goals to be less attainable for their students. The results are discussed in the light of research on the competences young people need to participate in a multi-cultural society and the implications for teachers and teaching. 相似文献
10.
从实证研究角度出发,对高师院校在校大学生利用社会性软件进行非正式学习的现状进行了调研,对调查数据进行统计分析,发现存在问题及影响因素并探究解决方案.研究统计结果对科学掌握在基于网络的协作环境下进行非正式学习的现状,对相关教学内容的选择和设计提供了思路,也对其他院校利用社会性软件进行非正式学习具有一定的参考价值. 相似文献
11.
The purpose of this investigation was to test (a) whether students distinguished between self-efficacy sources according to social model and (b) how predictive the self-efficacy information students received from each social model was for their self-efficacy beliefs. For this purpose, new vicarious experience and social persuasion scales were developed that independently assess the respective source of self-efficacy information conveyed by three social models, family members, teachers, and peers. As revealed by exploratory factor analysis, confirmatory factor analysis, and multitrait-multimethod analysis, the Korean high school students in Studies 1 (N = 395) and 3 (N = 393) and the Korean college students in Study 2 (N = 220) clearly distinguished between the self-efficacy sources and the social models who delivered this information (family members, teachers, or peers). Student responses to vicarious experience fluctuated more by social model than did their responses to social persuasion. The correlations further suggest the possibility that the existing scale largely taps vicarious experience from teachers and peers rather than vicarious experience from family members. The predictive utility of vicarious experience and social persuasion for self-efficacy also varied according to the social model involved and by the academic domain. Social persuasion by teachers predicted student self-efficacy in mathematics, while vicarious experience from teachers predicted student self-efficacy in English as a foreign language, in addition to mastery experience and physiological state. 相似文献
12.
The prevalence of ‘pre-service’ or ‘trainee’ teachers in schools is rising in England, driven by the expansion of school-led routes to qualified teacher status and increasing demand for newly qualified teachers. This may have important implications for schools, which have historically been concerned with the impact of trainee teachers on their pupils’ attainment. There are, however, confounding factors which affect both the decision to host a trainee teacher and pupil attainment. We empirically model the impact of trainee teachers on contemporaneous pupil attainment in ‘high-stakes’ exams, exploiting unique data combining national administrative data on pupil test scores with a survey of schools’ involvement with initial teacher training over multiple academic years. We use school fixed effects to account for time-invariant school factors which may determine both schools’ teacher training decisions and pupil attainment. Counter to schools’ concerns, we find that pupil attainment in high-stakes assessments, on average, is not significantly affected by the number of trainee teachers. This is an important empirical finding, as it suggests that the rapid expansion of school-led teacher training is not likely to have a detrimental effect on pupil attainment in England, conditional on the set of schools that choose to engage with initial teacher training remaining similar: trainee teachers may still affect pupil attainment in schools that do not currently participate in initial teacher training, as these schools are typically more constrained. 相似文献
13.
Assessment,and the literacy practices of trainee PCET teachers 总被引：1，自引：0，他引：1
Jonathan Tummons 《International Journal of Educational Research》2008,47(3):184-191
Drawing on concepts of learning as socially situated within communities of practice and of literacy as social practice (the New Literacy Studies), this paper seeks to explore the assessment practices of a part-time teacher training course for teachers working in the post-compulsory education and training sector. This paper argues that the ways in which student teachers make sense of the assessment requirements of their course is not related to their prior experiences as students or as teachers, contradicting notions of transferable study skills. This paper also posits a conceptual framework for exploring the assessment process that seeks to reconcile assessment and pedagogy with the community of practice model. 相似文献
14.
This study applies a model of school organisation developed by one of the authors to investigate school improvement processes leading to a whole school approach in Education for Sustainable Development (ESD) literature. The model is operationalized to a survey instrument and distributed to Swedish upper secondary teachers. The instrument provides empirical indications of teachers’ perceptions of their schools in terms of four major dimensions of an ESD whole school approach, the importance assigned to a holistic vision, routines and structures, professional knowledge creation, and practical pedagogical work. The aims of the study are to compare the teachers’ perception of their school organisation. We compare perceptions of teachers working in schools actively implementing ESD and teachers in comparable reference schools. Comparisons are also made between teachers from schools applying different strategies and quality approaches in implementing ESD. The results indicate that, relative to teachers in ordinary schools, those in ESD schools perceive their school organisations to have higher quality and coherence, with greater potential to support teaching and pedagogical work in practice. However, there is substantial variation in perceptions of teachers from different ESD schools. The model’s robustness is validated by coherence of earlier results in the same schools. 相似文献
15.
Chien-Heng Lin 《Early Childhood Education Journal》2012,40(1):5-17
The present models for the integration of computer technology not only cannot satisfy teachers’ actual needs but also are
difficult to follow and perform by teachers in their classroom teaching. Consequently, the integration cannot be implemented
properly and effectively in the real classroom teaching. Therefore, a practical integration model should be very close to
the real classroom situation and be able to fulfill the user’s actual needs. This study was designed to build a model of computer
integration which is based on an empirical investigation of teachers’ actual use of computer technology and their perspectives
on integrating technology in kindergarten classroom teaching. A model suitable for the integration of computer technology
in classroom teaching was constructed. This model consists of eight tool kits which are constructed based on the analysis
of the empirical data collected from actual interviews and observations in Taiwan’s kindergarten. Once the main topic, sub-topics
and the instructional activities have been decided, referring to this model, teachers can swiftly fit different computer technology
tool kits into their teaching activity. An example was raised to demonstrate how teachers can apply this model to the real
classroom integration of computer technology. 相似文献
16.
Theodossios Zachariades Constantinos Christou Demetra Pitta-Pantazi 《Educational Studies in Mathematics》2013,82(1):5-22
The aim of this paper is to propose a theoretical model to analyze prospective teachers?? reasoning and knowledge of real numbers, and to provide an empirical verification of it. The model is based on Sierpinska??s theory of theoretical thinking. Data were collected from 59 prospective teachers through a written test and interviews. The data indicated that mathematical tasks on real numbers, based on Sierpinska??s theory, could be categorized according to whether they require reflective, systemic or analytic thinking. Analysis of the data identified three different groups of prospective teachers reflecting different types of theoretical thinking about real numbers. The interviews confirmed the empirical data from the written test, and provided a better insight into the thinking and characteristic features of the prospective teachers in each group. The analysis also indicated that the participants were more successful in tasks requiring systemic and analytic thinking, and only when this was achieved were they able to solve problems which required reflective thinking. Implications for teaching related to the findings of the study are discussed. 相似文献
17.
This literature study deals with the issue of how to conceptualize the supervisory behaviour of mentor teachers in mentoring dialogues by systematically examining empirical literature on key aspects of mentor teachers’ behaviour during dialogues with prospective teachers. From the findings a model is derived which can be used to study mentor teachers’ behaviour in mentoring dialogues. The model may be helpful in the further development of the quality of mentor teachers’ behaviour in mentoring dialogues. 相似文献
18.
The integration of highly religious minority students into institutions of higher education poses significant pedagogical and value challenges for students and teachers alike. We offer a framework for analyzing such challenges, distinguishing between practical concerns, identity issues and value conflicts. By contrasting a deficit perspective to ‘Diversity as resource’, we argue that the latter enables teachers to utilize a collaborative knowledge model in class, surmounting some of the value challenges involved. We present the case of ultra-orthodox students in Israel who have recently entered the gates of higher education for the first time in this society's history. We analyze the narratives of 30 lecturers who teach this population. Most of them adopt a deficit perspective and see their role as academic gatekeepers, minimally adjusting content and pedagogy. A smaller group fosters cross-cultural dialog via a ‘Diversity as resource’ perspective. These findings lead to recommendations for successfully teaching highly religious students. 相似文献
19.
Dr Martin Rothland 《Zeitschrift für Erziehungswissenschaft》2009,12(1):111-125
In research on stress and strain within the teaching profession teachers appear not only as informants on the causes, effects and consequences of occupational stress and strain, but in the dominant personality-psychological analyses they are also viewed and treated empirically as central influence factors. However, as research only systematically collates person-related characteristics a primacy of these factors over person-independent, framework-related and relationship-based aspects cannot be empirically founded in this one-sided research. Therefore, it is argued here that organization-psychological approaches to research are required, which look at both the structural and profession-specific characteristics of schools as a workplace and of the professional work of teachers. These approaches would facilitate a situational analysis, including framework conditions, of stress and strain within the teaching profession. This would lead to a more balanced empirical basis for a differentiated analysis and an integration of personal characteristics – on the one hand – and work and situational conditions – on the other – and eventually enable attempts at integrating both approaches. 相似文献
20.
We examined novice teachers’ beliefs about grading and constructivist teaching approaches. Adapting an existing instrument designed to assess preservice teachers’ grading beliefs that deviate from recommended practices, we administered the Survey of Grading Beliefs to 203 inservice teachers. Exploratory factor analysis resulted in a 3-factor model with a structure similar to that found in prior research; differences between the 2 samples were noted. Teachers who endorsed grading beliefs characterized as “academic enabling” tended to endorse constructivist teaching approaches. To better understand the underlying reasoning of the academic enabling factor, we conducted qualitative research with 6 additional teachers. Results revealed that teachers’ reasons for grading judgments were strategic, analytical, and thoughtful, not haphazard. This study provides empirical evidence about the nature of novice teachers’ beliefs about grading, how they relate to constructivist teaching beliefs, and how they may compare to the beliefs of preservice teachers. 相似文献