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1.
As current procedures for teacher assessment are often based on non-standardized, qualitative information derived from multiple sources, the overall validity of the assessment depends heavily on the judgement processes of the assessors. Because it is of great importance for assessors to be aware of their own judgement processes and of the possible threats to validity in these processes, investigating assessors’ perceptions is of vital significance. In the present study, the perceptions of 22 assessors who judged a student teacher pair-wise using a specific assessment procedure were explored using semi-structured interviews. A qualitative analysis of the individual assessors’ perceptions with regard to the essential judgement processes of consideration of evidence and combination of evidence to attain an overall judgement resulted in an overview of successful strategies and threats underlying a valid assessment process. General implications for ensuring the validity of the assessment process and the preparation of assessors are discussed. 相似文献
2.
This article addresses the characteristics, motivations and perceptions of teachers regarding retention. The participants were practicing teachers in Australia. The survey included the Factors Influencing Teaching Choice (FIT-Choice) scale, previously used with preservice teachers. The results show that: i) teacher motivations are related to self-perceptions in teaching children/adolescents in the community, ii) threatened by negative social perceptions, and iii) influenced by characteristics such as gender. It is concluded that retention may be undermined by employment practices and social perceptions that erode a teacher’s self-concept. Outcomes inform policy for improving employment practices for the retention of a diverse teaching workforce. 相似文献
3.
This mixed‐method study examined characteristics and predictors of teacher collaboration. Limited research exists that describes the characteristics of teacher collaboration, and surprisingly little work explains the ways in which teaching experience and teachers’ perceptions of the school environment influence teacher collaboration. Questionnaire data were collected from a sample of 118 elementary school teachers in six schools in a northeast urban school district, and interviews were conducted with administrators in each school. Three schools were in their second year implementing the Responsive Classroom ® (RC) approach, and three schools were comparison schools. Teachers reported collaborating approximately once or twice per month, generally with fellow grade‐level teachers about student‐centered topics. Teachers in RC schools reported more frequent formal collaboration than comparison school teachers. In regards to predicting teacher collaboration, teachers who used more RC practices and/or resources reported collaborating more, valuing collaboration to a higher degree, and perceiving greater involvement in school decision‐making, controlling for whether they taught at a RC school. Also, teachers’ perceptions of the school environment related positively to teacher collaboration. The current study adds to the understanding of teacher collaboration and its antecedents, contributing uniquely to the literature on how a school‐wide educational initiative is associated with teachers’ perceptions of their school environment as well as their collaborative behaviors and beliefs. 相似文献
4.
Around the world reforms in teacher education have been oriented towards making the preparation of teachers more functional for development of competencies they need in practice. At the same time, much criticism has been voiced about such reforms jeopardising the fundamental humanist traditions in teaching, based on beliefs about non-instrumental values of education. In this study we examine teachers' perceptions of importance of competencies and explore their implications for teacher education. The study has been designed to ensure that voices of teachers and teacher educators are heard in identification of areas of expertise that make up a competent teacher. We conducted a principal component analysis of the response of 370 teachers and teacher educators in Serbia to a questionnaire about the importance of a number of aspects of teacher competence. We identified four components underling teachers' perceptions of competencies relating to 1) values and child-rearing; 2) understanding of the education system and contribution to its development; 3) subject knowledge, pedagogy and curriculum; and 4) self-evaluation and professional development. Teachers perceived all but the second area of competence as very important, with the fourth scale perceived as of the highest importance. Implications of each area of competence for teacher education are discussed and conclusions are drawn for the development of teacher education curricula. 相似文献
5.
As important stakeholders in language assessment, teachers’ perceptions of language test design and implementation are key factors influencing test impact. This study investigated how English teachers perceived the recent reform of Test for English Majors Grade 4 (TEM4) - a high-stakes English proficiency test targeting English-major undergraduates in China. Furthermore, this study explored the convergence and divergence between teachers’ perceptions of the reform and the intentions of the TEM4 Committee. Findings of this study indicate that teachers in general commented favourably on the revised TEM4 and felt that most of the reform measures were appropriate; however, some divergence between teachers’ perceptions and the intentions of the TEM4 developer was uncovered, particularly in relation to the listening section. This study underscores the importance of soliciting teachers’ perspectives on high-stakes assessment reforms and signals the need for building more effective communicative mechanisms between language assessment providers and stakeholders. 相似文献
6.
M. Gail Jones Grant E. Gardner Laura Robertson Sarah Robert 《International Journal of Science Education》2013,35(10):1756-1774
Professional Learning Communities (PLCs) are frequently being used as a vehicle to transform science education. This study explored elementary teachers' perceptions about the impact of participating in a science PLC on their own professional development. With the use of The Science Professional Learning Communities Survey and a semi-structured interview protocol, elementary teachers' perceptions of the goals of science PLCs, the constraints and benefits of participation in PLCs, and reported differences in the impact of PLC participation on novice and experienced teachers were examined. Sixty-five elementary teachers who participated in a science PLC were surveyed about their experiences, and a subsample of 16 teachers was interviewed. Results showed that most of the teachers reported their science PLC emphasized sharing ideas with other teachers as well as working to improve students' science standardized test scores. Teachers noted that the PLCs had impacted their science assessment practices as well as their lesson planning. However, a majority of the participants reported a differential impact of PLCs depending on a teacher's level of experience. PLCs were reported as being more beneficial to new teachers than experienced teachers. The interview results demonstrated that there were often competing goals and in some cases a loss of autonomy in planning science lessons. A significant concern was the impact of problematic interpersonal relationships and communication styles on the group functioning. The role of the PLC in addressing issues related to obtaining science resources and enhancing science content knowledge for elementary science teachers is discussed. 相似文献
7.
Educational researchers have suggested that the tension between the learner‐centred and teacher‐centred pedagogies represents a real classroom issue that influences teaching and learning. This issue may be particularly significant in East‐Asian countries such as Taiwan due to some cultural influences. For example, teacher authority is highly valued in the culture. Accordingly, the present study aims to develop a questionnaire—the Teacher Authority Survey (TAS), with actual and preferred versions—to explore students’ perceptions/preferences regarding teacher authority in the earth science course. The relationships among students’ perceptions/preferences for teacher authority, learning attitudes, and learning achievements were investigated. Six hundred and seventeen Taiwanese high school students were administered the TAS, the earth science attitudinal questionnaire, and achievement assessment. Both exploratory and confirmatory factor analyses indicated that the TAS developed in this study has satisfactory validity and reliability measures. Correlation analysis indicated that the classrooms more oriented to learner‐centredness were correlated with more favourable attitudes toward learning. Moreover, three clusters of preferred teacher authority—namely, teacher‐centred authority, uncertain authority, and sharing authority—were identified. Students who preferred sharing authority tended to have more favourable learning attitudes, whereas students in the uncertain authority group seemed to have lower earth science attitudes and achievements. 相似文献
8.
Esther Ntuli Jared Keengwe Lydia Kyei-Blankson 《Early Childhood Education Journal》2009,37(2):121-126
The use of electronic portfolios is increasingly becoming popular in teacher education programs. The electronic portfolio
allows learners to express their work and take ownership over their own ability to plan and assess and reflect upon their
learning during a specific period of time. While many teacher education programs have adopted electronic portfolios in order
to meet accreditation requirements, others use electronic portfolios to develop and improve on students’ technology skills—train
students on how to better use technology in instruction and student assessment. Irrespective of the reasons for adoption,
there is the need to assess students’ perceptions of electronic portfolios, and especially to explore the benefits and challenges
students face in using electronic portfolios in their course work. Using a qualitative research design, the current study
explored teacher candidates’ attitudes toward electronic portfolios and the differences that electronic portfolios bring to
their profession. Such a study is necessary to help administrators identify students’ needs to ensure that they are gaining
the maximum benefits from the use of electronic portfolios in their programs of study. 相似文献
9.
The impact of teacher immediacy and perceived caring on teacher competence and trustworthiness 总被引：4，自引：3，他引：1
This research investigated the impact of teacher caring and teacher immediacy on student perceptions of teachers' credibility. While the results of the two studies conducted indicated the presence of strong main effects for teacher caring and immediacy and strong negative effects for teacher non‐caring and nonimmediacy on the various dimensions of teacher credibility (as hypothesized), significant interaction effects were observed between caring and nonimmediacy on both dimensions of credibility studied (competence and trustworthiness). In most cases, when teacher caring was low, whether the teacher was in the immediate or nonimmediate condition made no significant difference—both produced negative perceptions of teacher credibility. In contrast, when teacher caring was high, teacher nonimmediacy significantly lowered perceived credibility. Probing of the interaction results suggested that high verbal caring tends to soften the negative impact of teacher nonimmediacy. The results of these studies demonstrate that teachers should maintain high verbal caring to preserve their credibility in the classroom. Implications for teacher training and suggestions for future research are discussed. 相似文献
10.
A multifaceted approach to teacher induction 总被引：1，自引：0，他引：1
The purpose of this study was to determine the implementation and effectiveness of the components of two middle school induction programs through the perceptions of three participant groups – new teachers, mentor teachers, and principals. Effectiveness was defined as a systematic processes embedded in a healthy school climate that met new teachers' personal and professional needs. Data indicated that each element of the induction program – principal and new teacher interaction; mentor teachers; collaborative structures; professional development; and new teacher orientation – met different needs of the new teacher. This multifaceted approach appeared to effectively support new teachers. 相似文献
11.
The present study investigates whether teacher perceptions of students’ cognitive skills, their learning motivation, and their classroom behavior differ according to students’ socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers’ perceptions of students’ learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher. 相似文献
12.
As Response to Intervention (RTI) models are increasingly implemented in United States' schools, it is important to consider the perceptions of those directly involved. The current study assessed teachers' perceptions of RTI and utilized qualitative methodology and a computer-based text search program to explore teachers' perceptions of RTI. Constant comparison analysis yielded four emergent themes related to teacher perception of RTI: (a) overall understanding of RTI, (b) teachers' perceptions of barriers to RTI in their schools, (c) teachers' suggestions to improve RTI, and (d) teachers' suggestions for making paperwork more efficient. We conclude with implications for training and RTI implementation. 相似文献
13.
We investigated how a fifth-grade literacy teacher with classroom assessment expertise integrated assessment into his teaching practice. We employed a qualitative case study methodology to examine and document the processes this teacher used to make instructional decisions informed by classroom assessment events. We identified a repertoire of assessment relevant management routines and interpretation strategies that supported his assessment practice and instructional decision-making. Findings can be used to inform policy and organize content for teacher education by identifying a repertoire of potential management routines and interpretation strategies for engaging in classroom assessment and documenting how to enact these practices. 相似文献
14.
This study examines teacher and student perceptions of formative assessment (FA) activities used by teachers in the classroom. These activities are divided into five phases that together comprise the FA cycle: (1) clarifying expectations, (2) eliciting responses, (3) analysing and interpreting responses, (4) communicating about responses and (5) adjusting teaching and learning. Reliable questionnaires were used to measure the perceptions of 96 teachers and 1,095 students with regard to FA practice. Paired t-tests indicated no differences between the perceptions of teachers and students, except for with regard to clarifying expectations. Teachers used FA activities primarily to clarify expectations and elicit student responses, and they were least likely to apply them to adjust teaching and learning. The results suggest that the framework of the FA cycle could be used as an analytical lens for the reliable evaluation of the FA activities of teachers. 相似文献
15.
S. Richardson 《Assessing Writing》2000,7(2)
Portfolio advocates argue that teacher commentary becomes more meaningful for students with the use of portfolio assessment, particularly because the commentary is unaccompanied by a grade. However, my own study of portfolio classrooms suggests that students continue to regard teacher responses as directives that leave them few options in terms of revisions. My study involved six writing classrooms from the middle school to the university level and included classroom observations, interviews of students and teachers, and examination of student writing and teacher response. The students generally looked to their teachers to show them the “correct” way to write and resisted the notion of making independent judgments about their writing and the necessary revisions, primarily because they could not ignore the ultimate reality of the grade. Yet the teachers generally avoided being directive in their responses. In one instance, the teacher's best efforts to adopt a more open style of response backfired when a sensitive student read the commentary as demeaning. I argue, therefore, that even though portfolios represent a more enlightened approach to assessment, students have difficulty escaping their conditioned obeisance to teacher authority. While this finding should not be read as a condemnation of portfolio assessment, it does indicate that teachers need to be aware of how students read their responses. Otherwise, portfolios alone may not substantially alter the teacher–student dynamics. 相似文献
16.
This study examined the influence of high school teachers’ perceptions and individual difference characteristics on teachers’ use of motivating strategies in their classrooms. Participants were 75 teachers in 19 rural, public high schools. A mixed method approach was used. Quantitative measures included demographics, individual differences, perceptions, and motivating strategies, analyzed as correlations and regressions. Qualitative measures included generative self-report of motivating a student, and semi-structured interviews, which were open coded and then axial coded to identify themes and issues. Peer-related environment stood out among teacher perceptions predicting student motivation. Teacher support and efficacy predicted motivating strategies, but teacher perceptions of student goals and causes of lack of motivation did not. Teachers admit that they lack knowledge and efficacy for motivating students. Findings can inform teacher education, professional development, and administrative support for teaching effectiveness. 相似文献
17.
《Contemporary educational psychology》2014,39(2):134-144
This study explored the mediating effects of students’ perceptions of teacher enthusiasm and of peer enthusiasm on the relation between students’ initial interest and their situational interest at the end of the semester. Students’ motivation for affiliation with their teacher and with peers was also measured to allow for potential associations between these variables and the students’ perceptions of teacher and peer enthusiasm. In path analysis, data from 455 undergraduates showed that perceptions of teacher enthusiasm and of peer enthusiasm had direct associations with two kinds of situational interest, both hold and catch interest. Also, the relations between initial interest and both hold and catch interest were mediated by perceptions of peer enthusiasm but not teacher enthusiasm. Students’ affiliative motivation with the teacher and peers had direct effects on their perceptions of teacher and peer enthusiasm. This study contributes to clarifying the importance of contextual factors as well as students’ own individual variables in understanding the mechanisms by which students’ interest in a course develops and is maintained throughout the semester. 相似文献
18.
Gabriel Mugny Armand Chatard Alain Quiamzade 《European Journal of Psychology of Education - EJPE》2006,21(4):413-427
It is argued that an epistemic authority would induce greater influence in transmitting knowledge to students when there is
a correspondence between the (authoritarian vs. democratic) style of the authority and students’ perceptions of their relation
to the authority (high vs. low epistemic dependence). In two studies it was predicted, and found, that students who perceived
themselves in a state of low epistemic dependence towards their teachers were more influenced by a democratic than by an authoritarian
teaching style. This difference in appropriation was not found for students who perceived themselves in a state of epistemic
dependence towards the epistemic authority. 相似文献
19.
The study presented in this article, conducted in a European higher education institution, explores the value of dialogue as a means of facilitating alignment between the teacher’s and student’s understanding of a formative assessment practice. The overriding objective is to examine the degree of alignment between the teacher’s intentions in using the “seven principles of good feedback practice” and the student’s experiences of them in practice. The findings from this study differ from previous research findings on experience of assessment and feedback; while the latter broadly acknowledge a significant level of mismatch between student and teacher viewpoints, the findings from this study reveal a clear majority of common features between the parties’ perceptions. The findings argue for the importance of the teachers’ efforts to develop a mutual learning dialogue and the active effort and participation by both parties in such formative activities as self-assessment, reflection as feedback and dialogue. 相似文献
20.
Barbara J. Reid 《The Journal of environmental education》2013,44(1):28-29
Abstract This study conceptually and empirically develops a scale that measures perceptions of environmental risk (PER). PER is a measure that is different from the measure of environmental knowledge but equally important because people tend to act on their perceptions regardless of whether they are accurate. A reliable and valid assessment of perceived environmental risk is important for environmental education because it will provide a general overview of the present state of perceptions regarding environmental risk, and it will provide measures of specific environmental issues. Therefore, this type of scale either can provide a comprehensive measure for environmental education programs or can measure specific selected items that apply to certain situations or programs, or both. Administrators and teachers could use this scale to indicate the effectiveness of environmental education programs. We define perceptions of environmental risk as a general measurement of risk which assesses the degree to which one perceives danger, peril, or hazards to either self, community, society, or all three, in regard to specific environmental issues. In developing this scale, we used various heterogenous groups across multiple studies to affirm the scale's validity and reliability. 相似文献