共查询到20条相似文献，搜索用时 15 毫秒
1.
Alejandro Gonzalez Michelle L. Peters Amy Orange Bettye Grigsby 《Cambridge Journal of Education》2017,47(4):513-531
In the United States, teachers’ job-related stress and self-efficacy levels across all grades are influenced in some manner by the demands of high-stakes testing. This sequential mixed-methods study aimed at examining the dynamics among assigned subject matter, teacher job-related stress, and teacher self-efficacy in a large south-eastern Texas school district. Quantitative data were collected via the High Stakes Testing on Self-Efficacy and Teacher Stress Survey from a convenience sample of 145 teachers, while qualitative data were gathered during focus-group sessions at the elementary, middle and high school levels. Findings indicated that assigned subject matter did not influence teacher self-efficacy, but did influence teachers’ job-related stress. Additionally, a relationship was found to exist between teacher job-related stress and teacher self-efficacy. Teachers reported lack of time, modifications to curriculum, and testing of special education populations as contributions to their job-related stress, and school leadership and educational triage as impacting their teacher self-efficacy. 相似文献
2.
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
3.
Broadening the role of teachers in curriculum development was among the fundamental objectives of educational reforms in the formerly communist Eastern Europe in the 1990s. The research done so far, however, calls into question the degree to which teachers perceive the relevant changes in curriculum and their new role. This article first describes the context of curricular changes in Eastern Europe and Estonia after the fall of communism. It then analyses Estonian pre-school teachers’ perceptions of national pre-school curricula utilized in two different eras: the late Soviet period and the period from 1999 to date in a sovereign Estonia. Data were gathered via semi-structured interviews. Thirty-one experienced teachers participated in the study. It was concluded that teachers generally apprehend the broadened meaning of the concept of curriculum and their augmented role as reflective curriculum makers and theorists. However, differences emerge between teachers’ perceptions of their new role and their readiness to adopt it. Regarding the reported generality and indefiniteness of the new national curriculum, teachers need more assistance for implementing the autonomy and self-responsibility imposed on them by the curriculum. A balance between self-responsibility and professional advice should be sought by both curriculum makers and teacher educators. 相似文献
4.
《师资教育杂志》2012,38(5):509-522
Inclusive education is the most advanced form of recognition of the right to education. Mexico has made important legal and administrative changes to foster inclusion since the end of the twentieth century. This research assesses the impact of the Mexican pre-service teacher curriculum on 813 pre-service teachers’ sentiments, attitudes and concerns towards inclusion and their perceived self-efficacy to educate students with disabilities. It employs two internationally validated questionnaires: The Sentiments, Attitudes and Concerns about Inclusive Education Revised Scale and the Teacher Efficacy for Inclusive Practices scale. Comparisons made across area of training, time in the programme, policy knowledge, interaction with people with disabilities and experience show that special education pre-service teachers in the last years of the programme have the most positive perspectives, while preschool teachers have the least positive ones. 相似文献
5.
Using the psychological framework of rational-emotive behaviour therapy, the principal aim of this study was to establish whether irrational beliefs, self-efficacy or pupil behaviour predicted teacher reports of stress. A secondary aim was to establish whether these variables, in addition to teachers’ verbal feedback to pupils in class, predicted on-task pupil behaviour. Participants consisted of 58 teachers from five secondary schools, who completed three self-report questionnaires examining teacher stress, self-efficacy and irrational beliefs. In addition, both teachers and pupils were systematically observed in class using a structured schedule. The results indicated that high self-reported irrational beliefs and low self-efficacy predicted high levels of teacher stress. In addition, high self-efficacy and low levels of negative comments directed at pupils’ social behaviour and academic work in the classroom predicted high levels of on-task pupil behaviour. The implications for supporting teachers in these areas are discussed. 相似文献
6.
Michelle Helms-Lorenz Bert Slof Carlien. E. Vermue Esther. T. Canrinus 《Educational studies》2012,38(2):189-207
Induction arrangements are implemented in schools all over the world to support beginning teachers (BTs) (novices) in gradually growing into their profession. The aim of this study is to gain more insight into two key psychological processes involved in the work of a qualified beginning teacher, namely perceived stress and self-efficacy. This unfolding is necessary to find a path of influence to lead the way to meaningful support interventions. Support in the form of induction arrangements is hypothesised to decrease perceived stress and to increase self-efficacy and, thus, decrease stress outcomes. To test our hypotheses 30 BTs and their school-based educators, working in 13 different schools, were surveyed. The analyses revealed that stress causes and stress outcomes are indeed interrelated and that self-efficacy affects this relationship in a mediating way. However, besides decreasing a beginning teachers’ perceived lack of learning opportunities, no other influences of induction arrangements were obtained. Implications and suggestions for future research are discussed. 相似文献
7.
This study examines: 1) how Korean elementary school teachers perceive recent curriculum reforms; 2) where their perceptions emanate from; and 3) what support teachers need in order to implement curriculum reforms actively and effectively. This study has shown that teachers generally harbour negative and unconstructive feelings about curriculum reform. These feelings negatively impact their involvement in and commitment to implementing reform. Several issues to be considered for teacher training and support evolved from our analysis of teachers' perceptions of the curriculum reform and the implementation: first, teachers are insufficiently provided with professional development programmes that support curriculum implementation; second, teachers lack opportunities to work through implementation problems and difficulties with peer teachers; and last, contextual and cultural constraints inhibit implementation of curriculum reform. Based upon these findings, this study makes several suggestions for teacher educators and curriculum policymakers. 相似文献
8.
Teachers’ self-efficacy and value represent two central components of their motivation. However, there is a scarcity of knowledge regarding the relevance of value for teaching quality and student outcomes, as well as the extent to which interrelations depend on contextual resources and demands. Engaging students in their learning is an essential aspect of teachers’ work which should promote warm and positive relationships between them and their students. Not only teachers’ self-efficacy for student engagement, but also the value they attach to being able to engage students, should be important for teacher-student relationship quality. Using longitudinal structural equation models, we analyzed relations between self-efficacy and value for student engagement, reported teacher-student relationships, and the potential moderating roles of perceived excessive work demands and the resource of school belonging. Data from 395 Australian teachers in primary and secondary schools encompassed 3 timepoints from the end of teacher education, during teachers’ early career (average 3 years teaching), and midcareer (average 10 years teaching). Informed by social cognitive, expectancy-value and job demands-resources theories, key findings revealed that teachers’ reported relationships with their students at midcareer were predicted only at low levels of perceived excessive demands, by early career self-efficacy and early career value in interaction with self-efficacy. At midcareer, value associated with teacher-reported relationships with students only at low levels of excessive demands, and school belonging. Conversely, perceived teacher-student relationship in early career predicted teachers’ value for student engagement at midcareer. Implications for theory, teacher education and teachers’ professional practice are discussed. 相似文献
9.
尹芳 《四川教育学院学报》2012,28(3):12-14
集体审议是教师参与课程目标决策的有效途径。通过对教师参与课程目标集体审议的必要性进行分析,并进一步从课程目标的科学性、教师课程权力的实现以及教师的专业发展三方面探讨教师参与课程目标决策的价值。 相似文献
10.
基于对上海地区四所小学的田野调查,考察教师在“赋权增能”政策条件下,如何处理课程改革中所面临的问题,及其所处教师共同体的影响。研究发现：课程改革给教师造成的压力客观上推进了教师发展和教师专业学习共同体的构建;课程改革在赋权增能的同时赋予教师高度问责,造成教师不愿承担赋权,而教师专业学习共同体以群体分责来支持教师的赋权增能;未来课程改革应当寻求赋权、增能和问责的平衡,并推进教师专业学习共同体的建设,从而支持教师真正成为课程改革的“代理人”。 相似文献
11.
The continuous professional development of teachers is crucial in our current knowledge-based society, yet empirical research on experienced teachers’ learning outcomes is scarce. In this study, we examine perceived changes in classroom practices and in competence as outcomes. By making these outcomes measurable, we can relate them to several individual teacher characteristics and professional learning community characteristics. A questionnaire was administered to 490 experienced teachers from 48 Flemish (Belgian) primary schools. Multilevel analyses show that of the professional learning community characteristics, only reflective dialogue is significant for perceived changes in practices. As for individual characteristics, self-efficacy relates positively to both perceived changes in practices and in competence. The relationship between teaching experience and both learning outcomes, however, is negative. 相似文献
12.
13.
This study examined the extent to which an evidence-based preschool curriculum (Head Start REDI) was sustained by 20 teachers during the year following a randomized controlled efficacy trial, when teachers were no longer required by the research project to implement the curriculum. Two quantitative measures of sustainability (teacher ratings, REDI coach ratings) and a qualitative measure (teacher interview) were collected and compared. Sustainability varied by the specific curriculum component, with higher rates of sustainability for the social-emotional component (Preschool PATHS) than for the language and literacy components. Estimates of sustainability were affected by the method of measurement, with REDI coach ratings and qualitative teacher interviews more closely aligned than teacher ratings. Responses from qualitative interviews identified the main factors that teachers thought affected sustainability. Teacher responses suggest that efforts to promote sustainability are best targeted at reducing barriers, such as competing demands, rather than simply highlighting the benefits of the new curriculum. 相似文献
14.
英国为提高基础教育质量,积极推动各大学在U-S模式下开发职前教师教育课程。英国职前教师教育课程开发注重大学与中小学之间的合作,不断适应合格教师知识与能力要求,并制订理论知识与实践知识相统一的"平衡性"课程计划。英国职前教师教育课程开发给予我们很好的启示:一是大学应与中小学校紧密合作;二是应适应中小学教师补给的实际需求;三是应体现职前教师知识与能力的新要求;四是应体现理论知识与实践知识的"平衡性"。 相似文献
15.
教师课程创生的缘起、涵义与价值 总被引：5，自引：2，他引：5
“教师的课程创生”源于但又超越“课程实施的创生”。它主张作为课程主体的教师自觉地主动地变革课程的各要素以达到促进课程完善、教师成长和学生发展的目的;强调教师在整个课程运作过程中都应该充分发挥主体性和创造性;具有自觉性、批判性、全程性和持续性等特征。倡导和认可“教师的课程创生”这一命题,将使:我们的课程观念由单一封闭静止转向多元开放和动态建构;教师的课程角色由忠实执行者转向反思性建构者;课程运作的价值取向由追求技术理性转向追求实践理性和解放理性。 相似文献
16.
《The Journal of educational research》2012,105(3):183-190
ABSTRACT The authors explored how prior student achievement, through school types, predicted teacher self- and collective efficacy and perceived academic climate of 222 middle school teachers in Singapore. Teachers assigned to high-track and regular middle schools differed in their perception of self- and collective efficacy to promote organizational changes and student achievement, and of the academic climate of the school. Prior achievement was shown to be best predicted by perceived teacher collective efficacy and academic climate, but not self-efficacy. Further analyses revealed that the teacher collective efficacy partially mediated the relationship between teacher self-efficacy and academic climate. These findings were discussed with respect to the sociocognitive perspective. 相似文献
17.
Teacher self-efficacy and teacher interest are two key facets of teacher motivation that are important for high-quality teaching. Little is known about the relative strength of the effects of teacher self-efficacy and interest on teaching quality when compared with one another. We extend previous research on teacher motivation by examining the relations linking mathematics teacher self-efficacy and interest with several relevant dimensions of teaching quality as perceived by teachers and students. Participants were 84 mathematics teachers (61.2% female) and their students (1718 students; 48.5% girls). Based on doubly latent multilevel models, we found that teacher-reported self-efficacy in instruction was positively related to teacher-reported cognitive activation, classroom management, and emotional support in mathematics classrooms. Teacher-reported educational interest showed positive associations with both student- and teacher-perceived emotional support. Future research is advised to focus more strongly on the unique relations between different teachers’ motivational characteristics and relevant dimensions of teaching quality. 相似文献
18.
教师课程领导是指教师在课程事务上通过相互影响来实现课程发展目标、促进教师专业成长、提升学生学习品质的过程。目前教师课程领导仍处于自发状态的因素主要在于：传统学校课程管理体制的影响、教师的课程意识淡薄、教师的课程参与意识不强、教师课程领导知能不足、教师文化的封闭与保守等方面。为使教师课程领导从自发走向自觉,应从赋予教师权限和建立对话平台,提高教师课程领导的专业知能,增强教师课程意识,建立合作开放的教师文化四方面努力,以促进教师课程领导。 相似文献
19.
Elizabeth A. Davis Fred J. J. M. Janssen Jan H. Van Driel 《Studies in Science Education》2016,52(2):127-160
Curriculum materials serve as a key conceptual tool for science teachers, and better understanding how science teachers use these tools could help to improve both curriculum design and theory related to teacher learning and decision-making. The authors review the literature on teachers and science curriculum materials. The review is organised around three main questions: What do teachers do when using science curriculum materials?, What happens when teachers use science curriculum materials? and Why do teachers make the decisions they do? For each question, the authors first summarise the findings of two key reviews from the mathematics education literature, then situate the findings from science education in juxtaposition with those findings. The review uncovers that relatively little is understood about the mechanism underlying how teachers interact with curriculum materials. To try to address this gap, complementing and extending the field’s existing understandings of the teacher–curriculum relationship, the authors make four propositions, grounded in the literature on self-regulation. The propositions reflect a mechanism for teacher curricular decision-making. The self-regulation perspective also helps to develop more targeted support for science teachers aimed at the uptake, adaptation and enactment of curriculum materials in ways that are intended, and that teachers themselves experience as an improvement in their teaching. The authors conclude with a call for research that further explores the ways in which individual science teachers’ decision-making is situated within the wider sociocultural context. 相似文献
20.
虽然在基础教育新课程改革的实践过程中,教师培养取得了一定成绩,但目前教师教育课程设置仍然不能满足新课程改革对教师培养的要求。为适应新课程改革对教师提出的新要求,高师教师教育课程设置应不断地变革:一是要确定以教师专业发展为基础的课程标准;二是要立足于区域发展实际,调整课程比例,优化课程内容;三是要面向基础教育改革实际,注重教育实践体验;四是要努力实现教师教育课程与中小学的无缝对接。 相似文献