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1.
This research aims to develop and validate an instrument for measuring primary student teachers’ professional identity tensions. Based on dissonance theory, we transformed existing vignettes (Pillen, Den Brok, & Beijaard, 2013) into to a quantitative Professional Identity Tensions Scale (PITS) and added tensions regarding teaching in urban contexts. We examined the psychometric quality of the PITS by administering this scale to primary student teachers from teacher education institutions in urban areas across the Netherlands. Two studies were conducted in the process of validating the PITS. First, items were tested among a sample of 211 students to explore whether they measure underlying constructs of professional identity tensions. Second, retained items were administered to a new sample of 271 students. Confirmatory factor analysis demonstrated a similar factor structure. The final instrument includes 34 items rated on a 5-point Likert scale measuring nine different professional identity tensions. Implications for future research and practice are discussed. 相似文献
2.
This study aimed to design and validate the Teacher Identity Measurement Scale (TIMS) for assessing primary student teachers’ professional identity. Based on identity theory and a systematic review into quantitative instruments of teacher identity, teacher identity was decomposed in four first-order constructs: motivation, self-image, self-efficacy, and task perception. This resulted in a measurement scale consisting of 46 items. The factorial design was examined by administering the TIMS to first- and second-year primary student teachers. In phase 1, involving 17 students, qualitative scale development methods were used to assess the construct validity. In phase 2, its second-order factor structure was tested and confirmed among a sample of 211 students. In phase 3, this structure was cross-validated among a new sample of 419 students. The instrument may contribute to understanding primary student teacher’s professional development and can be used as a tool to support the process of developing a professional teacher identity. 相似文献
3.
The primary purpose of the study was to create and psychometrically test an instrument which measured teachers’ perceptions of characteristics of professional development. The sample consisted of elementary teachers from five school districts in Washington State participating in a district improvement initiative. Results of exploratory factor analysis resulted in a five-component solution which provided evidence of construct validity. All components/subscales had moderate to strong internal consistency as measured by Cronbach’s alpha. The secondary purpose was to determine if characteristics of professional development predicted teachers’ use of new knowledge and skills, and student learning outcomes, thus contributing to the predictive validity of the instrument. There was a slight, but significant, correlation between Active Learning in Classroom and teachers’ use of new knowledge and skills, as measured by classroom observation scores. A small negative correlation emerged between Collective Participation and student learning, as measured by student scores on the state’s mathematics assessment. Potential uses of the instrument, called Characteristics of Teacher Professional Development (CTPD), are discussed. 相似文献
4.
Siham Al-Amoush Silvija Markic Muhammet Usak Mehmet Erdogan Ingo Eilks 《International Journal of Science and Mathematics Education》2014,12(4):767-792
This paper discusses beliefs about teaching and learning chemistry. The sample includes chemistry student teachers and in-service teachers from Jordan, Turkey, and Germany. Two test instruments were used to investigate (student) teachers’ beliefs. A qualitative instrument was used to explore Beliefs about Classroom Organization, Beliefs about Teaching Objectives, and Epistemological Beliefs. A quantitative instrument was added to evaluate participants’ beliefs concerning the Nature of Good Education. The results show that Jordanian chemistry teachers and teacher trainees held the most traditional, teacher-centered, and transmission-oriented beliefs, while the German sample showed the most modern beliefs toward teaching and learning. Turkish (student) teachers evidenced more moderate beliefs, which tended to be between the two extremes, but that could still be positioned more closely to the traditional way of thinking. The results are discussed in the context of chemistry teacher education in the three respective countries. 相似文献
5.
Bruce Waldrip Peter Cox Craig Deed Jeffrey Dorman Debra Edwards Cathleen Farrelly Mary Keeffe Valeria Lovejoy Lucy Mow Vaughan Prain Peter Sellings Zali Yager 《Learning Environments Research》2014,17(3):355-370
This project sought to evaluate regional students’ perceptions of their readiness to learn, assessment processes, engagement, extent to which their learning is personalised and to relate these to academic efficacy, academic achievement, and student well-being. It also examined teachers’ perceptions of students’ readiness to learn, the assessment process, engagement, and the extent to which students’ learning is personalised. The sample involved students in years 7–10 from six Victorian secondary schools. An instrument Personalised Learning Environment Questionnaire (PLQ) was developed to measure students’ perceptions of the factors effecting the implementation of Personalised Learning Plans (PLPs). It employed the latest scales to assess a range of PLP indicator variables, with all scales modified for use in an Australian context, and the total number of items kept to a minimum. Only scales more sensitive to PLPs were used to minimise the length of the instrument. There were three outcome variables: academic efficacy, academic achievement, and student well-being. The PLPs were assessed through scales that assess several contributing, distinct dimensions: selfdirected learning readiness, personal achievement, goal orientation, learning environment, personalised teaching and learning initiatives, curriculum entitlement and choice, and perceptions of assessment for learning. The trail PLQ was administered to 220 students, resulting in a 19 scale questionnaire with three or four items per scale. This paper reveals good data to model fit for the majority of items and each scale had good reliability. The paper describes the analytic techniques and results, how the instrument was refined and identifies common and uncommon student perceptions based on a post hoc analysis. The main study consisted of 2,407 students from four schools in the Bendigo Education Plan. They responded to this refined 19 scale version of the PLQ that was developed from the trial PLQ. All scales had satisfactory internal consistency reliability. 相似文献
6.
Seyda Gul 《Journal of Science Education and Technology》2017,26(5):519-533
Nanobiotechnology, which resulted from the convergence of biotechnology and nanotechnology, is a new field of research, and it has an increasing impact on peoples’ everyday lives. Thus, it is important to measure peoples’ attitudes towards nanobiotechnology, in particular, those who are specifically involved in biology and science education. However, despite the existence of an adequate number of instruments on biotechnology or nanotechnology, for nanobiotechnology, there is no instrument that has been rigorously validated. Therefore, the aim of this study was to develop a nanobiotechnology scale for assessing the undergraduate students’ attitudes. The data were gathered from 236 student teachers enrolled in the departments of biology education and elementary science education. The findings from exploratory factor analysis (EFA) provided evidence for the validity and reliability of the final form of the scale. At total of 36 items were identified and contained within the following four factors, nanobiotechnology awareness, interest in nanobiotechnology, nanobiotechnology education, and the applications of nanobiotechnology. The total variance was 53.021%, and the Cronbach’s alpha for the overall scale was 0.93. The scale was later given to 203 student teachers, the results of which were presented in this study. The results indicated significant differences in gender and department in some of the subscales of the scale. As a result, it is believed that the instrument will be a valuable tool for both instructors and researchers in science education to assess the student teachers’ attitudes about nanobiotechnology. 相似文献
7.
Mehmet Demir 《Higher Education》2018,75(3):399-414
This study was designed to investigate the student teachers perceptions about and benefits and challenges of using Facebook as an online peer assessment tool for the student teachers’ works. The study group included 24 student teachers in science education department of a state university located in the southeast region of Turkey. A case study approach of the qualitative method was employed in the research. Semi-structured interviews were conducted to collect the data. The interviews were audio recorded, and records of all the interviews were transcribed into full text in Turkish. Collected data were analyzed using an emergent coding approach. Codes, then, were categorized to constitute themes and subthemes. The findings indicated that the student teachers were able to give objective feedback on their peers’ work and engaged more actively in class after participating in online peer assessment. Additionally, the students found it exciting and productive to use Facebook as a peer assessment tool in their learning. 相似文献
8.
Development and validation of a questionnaire for teacher effective communication in Qur’an learning
Yusuf Hanafi Nurul Murtadho Abd Rauf Hassan M. Alifudin Ikhsan Tsania Nur Diyana 《British Journal of Religious Education》2020,42(4):424-434
ABSTRACT A student’s perception of teacher effective communication influences the learning atmosphere. The measurement of perception indicates how students view the quality of learning. As few studies have explored the development of an appropriate measurement tool of students’ perception of learning to read the Qur’an, this study aims to develop such a tool. Conceptual analysis and a survey using open-ended questions resulted in dimensions and items. Six experts and three instructors evaluated the content validity. The questionnaire was then administered to 421 participants – 201 for Exploratory Factor Analysis (EFA) and 220 for Confirmatory Factor Analysis (CFA). The results successfully identified four dimensions that explained 64.6% of the variation. The instrument consisted of 13 items with satisfactory reliability and validity. The dimension with the highest coefficient path was ‘understanding and friendliness’ (UF), while the dimension of ‘learning media’ (LM) was the lowest. There was a significant influence of gender on the dimension of UF, as well as verbal (V) and non-verbal (NV) communication, while there were no differences in the dimension of LM. The questionnaire can be effectively used as a measurement device of dimensions related to students’ perception of teacher effective communication in Qur’an learning. 相似文献
9.
Verónica López Javier Torres-Vallejos Paula Ascorra Boris Villalobos-Parada Marian Bilbao René Valdés 《Learning Environments Research》2018,21(3):407-422
Students’ perceptions of their classroom climate have been found to relate significantly to students’ learning outcomes. The purpose of the present study was to construct an instrument for assessing elementary-school students’ perceptions of classroom climate, based on a previous instrument that was being used in Chile by a public national school mental health program as a tool for aiding teachers in improving classroom management, but which showed poor psychometric properties. We used a six-staged mixed-methods approach to construct relevant items and dimensions based on this measure and by adapting previously-existing scales. Item development included participatory construction of items involving program officials, focus groups with students, and a pilot study. The final version was administered to a sample of 6813 elementary-school students. Results showed adequate reliability and construct validity, convergent validity with school climate, and divergent validity with peer victimisation. When consequential validity was explored through semi-structured interviews with program officials and school administrators, we found that the instrument was being used as a tool for helping teachers to improve their school climate and management skills. We discuss the importance of constructing instruments using a mixed-methods approach. 相似文献
10.
This article focuses on a Personalised Learning model which has 19 scales that were used to evaluate regional students’ perceptions of their readiness to learn, assessment processes, engagement, extent to which their learning is personalised and their associations with academic efficacy, academic achievement and student well-being. The data came from an average of 2700 students during each year of a 3-year study in six schools in provincial Victoria. A previously reported instrument was developed to measure students’ and teachers’ perceptions of the above factors affecting the implementation of Personalised Learning Plans (PLPs). It employed the latest scales to assess a range of PLP indicator variables, with all scales modified for use in an Australian context and with the total number of items kept to a minimum. Only scales that were more sensitive to PLPs were used in order to minimise the length of the instrument. There were three outcome variables: academic efficacy, academic achievement and student well-being. The emergent model demonstrates that addressing personalisation of learning and well-being depends on a combination of factors rather than “just getting one factor right”. This implies that there is a need for a coherent and collaborative approach for addressing the needs of students of low socioeconomic status. 相似文献
11.
Extensive use of social networking sites by students and teachers makes educators and researchers to think whether they can be incorporated in instructional process to facilitate students’ learning. This survey-based study records and examines Pakistani pre-service teachers’ and teacher-educators’ current uses of Facebook, and their attitudes toward using Facebook for collaborative learning, and to see if there is a significant relationship between participants’ intensity of Facebook use and their attitude toward instructional use of Facebook. Results of the study indicated that pre-service teachers’ and teacher-educators’ motives for their current Facebook use are mainly limited for social purposes. Pre-service teachers’ use of Facebook is more intensified than the use of Facebook by teacher-educators. Further, pre-service teachers showed more positive attitudes toward using Facebook for collaborative learning than the attitudes of their faculty. Findings also indicated a positive relationship between participants’ Facebook intensity and their attitudes toward its use for collaborative learning. 相似文献
12.
Jill M. Aldridge Barry J. Fraser Lisa Bell Jeffrey Dorman 《Journal of Science Teacher Education》2012,23(3):259-290
This article reports the development, validation and use of an instrument designed to provide teachers with feedback information,
based on students’ perceptions, about their classroom environments. The instrument was developed to provide teachers with
feedback that they could use to reflect on their teaching practices and, in turn, guide the implementation of strategies to
improve their learning environments. To determine the validity and reliability of the new instrument, data from 2043 grade
11 and 12 students from 147 classes in 9 schools were analysed. The Rasch model was used to convert data collected using a
frequency response scale into interval data that are suitable for parametric analyses. During an action research process,
reflective journals, written feedback, discussions at a forum and interviews with eight teachers helped to illuminate the
processes used by teachers during action research. This article reports the views of these teachers in general and examines
more closely how one of the teachers used student responses to the learning environment questionnaire as a tool for reflection
and as a guide in transforming her classroom environment. This case study helped us to gauge the extent to which action research
based on students’ perceptions of the learning environment was useful in guiding teachers’ improvements of their classroom
learning environments. 相似文献
13.
The Constructivist Learning Environment Survey is an instrument used for assessing students’ and teachers’ perceptions of their learning environments. The Teacher Constructivist Learning Environment Survey (TCLES) was created to better enable teachers and researchers to determine teachers’ perception of their use of constructivist approaches in their classrooms. This article reports the development and validation of a modified Turkish version of the TCLES with 449 teachers chosen randomly from primary schools in Turkey. The validity of the TCLES was investigated by means of explanatory and the confirmatory factor analyses, whereas the Cronbach alpha coefficient was used to assess the internal consistency of the scales. The factor analyses were carried out to check the factor structure of the Turkish adaptation of TCLES. The factor analysis revealed that the Turkish adaptation of the original survey consisted of 30 items with the same six-scale structure as the original survey. 相似文献
14.
Guoyuan Sang Martin Valcke Jo Tondeur Chang Zhu Johan van Braak 《Asia Pacific Education Review》2012,13(3):417-425
Teacher educational beliefs may be largely shaped by culturally shared learning experiences and social values. The main purpose of this study is to explore educational beliefs of Chinese student teachers. An adapted version of the Teacher Beliefs Scale (TBS)??developed in a Western context (Woolley et al. in Educational and Psychological Measurement, 64: 319?C331, 2004)??was validated in this study, and the profiles of student teacher educational beliefs were analyzed. The research participants consisted of 727 Chinese student teachers from four different teacher education universities. A factor analysis of the Chinese version of the TBS supported the dimensions of the original instrument, but some items had to be discarded to less consistent factor loading. The ANOVA results showed that there were significant differences in constructivist teaching beliefs with respect to gender, study year, and majoring subjects. But no significant differences in the adherence to traditional teaching beliefs were observed. The results also show that the first year student teachers hold stronger constructivist beliefs as compared to senior student teachers. This can be linked to the latter larger teaching and learning experiences in real classroom settings. Implications are drawn for further research in teacher education contexts. 相似文献
15.
In this research, we developed and validate an instrument for assessing high-school students’ perceptions of socio-scientific issues (SSI)-based learning in biology. The development of the instrument was carried out using the following four steps: item formulation, content validation, construct validation and reliability calculation. According to an extensive literature review, 28 initial items were formulated for four SSI-based instruction aspects: (1) contextualisation of SSI, (2) student involvement, (3) student attitudes towards SSI-learning and (4) SSI-based learning objectives. Based on the pilot study conducted for construct validation, 24 items were successfully constructed for the four scales and subsequently administered in biology classrooms to 151 students. Factor analysis showed that each of the 24 items had a factor loading at least 0.40 on its own scale and no other scale. Moreover, the four scales accounted for 58.32% of the total variance and the alpha reliability coefficients for the scales ranged from 0.75 to 0.85. According to these findings, the SSI-based Learning Environment Inventory in Biology is valid, reliable and useful.
相似文献16.
Muammer Çalik 《International Journal of Science Education》2013,35(12):1909-1930
In this paper, we describe the Scientific Habits of Mind Survey (SHOMS) developed to explore public, science teachers’, and scientists’ understanding of habits of mind (HoM). The instrument contained 59 items, and captures the seven SHOM identified by Gauld. The SHOM was validated by administration to two cohorts of pre-service science teachers: primary science teachers with little science background or interest (n?=?145), and secondary school science teachers (who also were science graduates) with stronger science knowledge (n?=?145). Face validity was confirmed by the use of a panel of experts and a pilot study employing participants similar in demographics to the intended sample. To confirm convergent and discriminant validity, confirmatory factor analysis and evaluation of the reliability were calculated. Statistical data and other data gathered from interviews suggest that the SHOMS will prove to be a useful tool for educators and researchers who wish to investigate HoM for a variety of participants. 相似文献
17.
Michael Grimley Stephen Rayner Richard Riding 《Assessment in Education: Principles, Policy & Practice》2004,11(3):273-300
This paper reports the construction of a teacher rating instrument designed to monitor the social and emotional development of school age children and young people (4–17 years). The instrument was developed by reviewing previously implemented checklists to build an extensive list of behavioural and emotional criteria and through the use of focus groups to establish the views of key stakeholders. The criteria were categorized according to three areas: conduct, emotion and learning. The initial instrument of 21 items was piloted and amended accordingly. The final trial of the instrument was carried out on a sample of 7285 pupils from a cross‐section of UK schools. A principal component factor analysis confirmed the division of the scale into three factors. The instrument was supported by trends showing that the distributions were different for different types of schools and between males and females. The final version of the instrument was amended to include 15 items, five in each category (conduct, emotion, learning), all expressed positively on a six‐point scale. The scale is a useful tool for providing a basis for a strategic discourse between staff in planning approaches to the emotional and behavioural development of students in school. 相似文献
18.
Growing evidence from recent curriculum documents and previous research suggests that reform-oriented science teaching practices promote students’ conceptual understanding, levels of achievement, and motivation to learn, especially when students are actively engaged in constructing their ideas through scientific inquiries. However, it is difficult to identify to what extent science teachers engage students in reform-oriented teaching practices (RTPs) in their science classrooms. In order to exactly diagnose the current status of science teachers’ implementation of the RTPs, a valid and reliable instrument tool is needed. The principles of validity and reliability are fundamental cornerstones in developing a robust measurement tool. As such, this study was motivated by the desire to point out the limitations of the existing statistical and psychometric analyses and to further examine the validation of the RTP survey instrument. This paper thus aims at calibrating the items of the RTPs for science teachers using the Rasch model. The survey instrument scale was adapted from the 2012 National Survey of Science and Mathematics Education (NSSME) data. A total of 3701 science teachers from 1403 schools from across the USA participated in the NSSME survey. After calibrating the RTP items and persons on the same scale, the RTP instrument well represented the population of US science teachers. Model-data fit determined by Infit and Outfit statistics was within an appropriate range (0.5–1.5), supporting the unidimensional structure of the RTPs. The ordered category thresholds and the probability of the thresholds showed that the five-point rating scale functioned well. The results of this study support the use of the RTP measure from the 2012 NSSME in assessing usage of RTPs. 相似文献
19.
Fred Korthagen 《欧洲师范教育杂志》1993,16(3):225-236
With a view to reflective teacher education an instrument was developed to determine prospective teachers’ preferences for different ways of learning. The instrument was used for assessing the relationship between these preferences and other student characteristics, such as age, gender and previous schooling. Moreover, changes in reflective attitudes during teacher education were measured. A conclusion is that more attention should be given to differences in learning orientations. 相似文献
20.
The goal of this research was to examine how Israeli chemistry teachers at high school level use Facebook groups to facilitate learning. Two perspectives were used: Teachers’ TPACK (Technological Pedagogical Content Knowledge) and the self-efficacy beliefs of chemistry teachers for using CLFG (chemistry learning Facebook groups). Three different case studies were chosen and qualitative and quantitative research tools were used to learn about the teachers’ self-efficacy beliefs and knowledge. More specifically, a validated questionnaire for measuring teachers’ self-efficacy beliefs for using Facebook and for integrating Facebook into teaching was developed. We show that the initial beliefs (not based on a real acquaintance of Facebook) were replaced by more realistic efficacy-beliefs after the teachers started to work with the CLFG and that the technological support provided to each teacher, together with their mastery experience, supported the development of strong self-efficacy beliefs regarding the use of CLFG. Teachers’ TPACK was investigated by analyzing their interviews and the interactions in their CLFG. We found that the notion regarding what constitutes learning in the CLFG had not changed during the experiment but rather, the teachers knew better how they can facilitate this leaning. In addition they better integrated links to videos and visualizations that supported understanding abstract chemistry concepts. Interestingly, the intervention that was conducted did not influence teachers’ perceptions of learning; however, it was found to serve as an additional tool for supporting their self-efficacy beliefs by providing vicarious experience for the teachers. We therefore recommend performing a longer intervention in the future. 相似文献