Irish student teachers’ beliefs about self,learning and teaching: a longitudinal study     

Kathleen Horgan  Fíodhna Gardiner-Hyland 《欧洲师范教育杂志》2019,42(2):151-174

This paper explores the beliefs about self-as-teacher, learning and teaching of preservice elementary teachers during a three-year undergraduate programme. Using a qualitative grounded theory analysis, the study examined the initial beliefs or personal theories of 27 preservice teachers during their first Semester. Longitudinal data were gathered from 7 of these students over the three-year duration of their teacher education programme through iterative interviews and reflective journal analysis. The findings demonstrate expansion in preservice teachers’ understandings of the teacher’s role, the value of reflective practice, the differential needs of learners and approaches to pedagogy. Findings point to lacunae in preservice teachers’ capacity for critical reflective practice and demonstrate how classroom management concerns can cause preservice teachers to adopt more cautious and traditional pedagogical approaches, despite their espoused commitment to child-centred principles.  相似文献   

Developing effective teacher beliefs about learners: the role of sensitizing teachers to individual learning differences     

Melodie Rosenfeld  Sherman Rosenfeld 《教育心理学》2008,28(3):245-272

Effective teacher beliefs about students are an integral part of effective teaching. Teachers with interventionist beliefs about students (‘I can intervene to help a learner with difficulties’) show more effective practice than teachers with pathognomonic beliefs (‘I blame the learner for his difficulties’). A professional development (PD) course sensitized teachers (N = 234) to individual learning differences (ILDs), using five learning/cognitive styles tools. Teachers’ responses to a pre‐/post‐test question concerning their beliefs about ‘weak students’ were analyzed and correlated with their ILD scores. Before the PD, teachers with strong ILD preferences matched to traditional learning contexts were significantly more ‘at risk’ (i.e., had fewer interventionist beliefs) than the other teachers; the former teachers were significantly overrepresented in the sample. After the PD, teachers’ interventionist beliefs significantly increased, regardless of their ILD preferences. Neither the length of the PD (28 hrs. vs. 56 hrs.) nor the amount of teaching experience affected the teachers’ interventionist beliefs about students. A mediated, constructivist and collaborative PD, which sensitizes teachers to individual learning differences, can increase effective teacher beliefs about students. We conclude that developing more effective teacher beliefs about learners should become a component of teacher professional development.  相似文献   

Measuring need for closure in classroom learners     

Teresa K. DeBacker  H. Michael Crowson 《Contemporary educational psychology》2008,33(4):711-732

Need for closure, as formulated by Kruglanski and colleagues [Kruglanski, A. W. (1990). Lay epistemic theory in social-cognitive psychology. Psychological Inquiry, 1(3), 181–197; Kruglanski, A. W., & Webster, D. M. (1996). Motivated closing of the mind: Seizing and freezing. Psychological Review, 103, 263–283; Webster, D. M., & Kruglanski, A. W. (1994). Individual differences in need for cognitive closure. Journal of Personality and Social Psychology, 76(6), 1049–1062], refers to the motivated tendency to seek structure, simplify complex information, and avoid ambiguity. In this article, we argue that this motive may impact classroom learning in important ways and introduce a self-report measure of need for closure situated in the classroom learning environment. Psychometric properties of the new measure are assessed in multiple samples using exploratory and confirmatory factor analysis. Correlations between the new measure and existing indicators of cognitive closure, as well as variables known to influence motivation and academic achievement, support our assertions regarding the association between need for closure and academic functioning while also providing evidence for the construct validity of the measure. Finally, internal consistency and test–retest reliability suggest that the new measure functions as a reliable measure of need for closure within the classroom.  相似文献   

失败视角下变革型领导对员工创造力的影响     

卢艳秋  庞立君  王向阳 《科研管理》2020,41(10):72-80

基于失败视角，本文运用社会信息加工理论，探究变革型领导对员工创造力的跨层次影响及团队失败共享信念和员工归属感在其中的作用，对60个团队中302对领导-员工配对数据进行分析，得到结论：变革型领导对员工创造力具有显著的跨层次正向影响，且对团队失败共享信念具有显著的正向影响；团队失败共享信念在变革型领导与员工创造力关系之间起到跨层次中介作用；员工归属感在团队失败共享信念与员工创造力关系之间起到正向调节作用。  相似文献   

彝族民间宗教节祭中的交媾仪式     

朱和双 《楚雄师范学院学报》2007,22(8):52-62

当彝族先民们还意识不到男女的交媾在人口繁殖中的决定作用时,图腾感生的神话便应运而生。当性生观念形成后,男女交媾的现实就取代了图腾感生神话,于是交媾仪式便伴随着彝族先民希求人丁兴旺的愿望而逐步盛行。彝族民间的交媾仪式以极其率真、坦露、直朴或抽象化的风貌融入到了农业祭祀、宗教舞蹈、节日风俗、祖先超度祭祀等日常活动中,表现出非常明显的民族特色和地域特色。  相似文献   

高校大学生理想信念教育探析     

吉文雅 《教育教学论坛》2020,(11):76-77

在新时代背景下,加强大学生理想信念教育是有必要的,其主要原因是在经济全球化和文化交流合作日益广泛的时代,大学生的主流思想和政治意识出现多元的发展趋势。受社会不良思想和思潮影响,造成很多大学生群体社会责任缺失和缺乏正确思想价值观念,在一定程度上影响大学生群体的全面发展与进步。因此,需要加强对高校大学生理想信念教育内容和方式的创新,从而更好地培养学生正确的思想意识和文化价值观念。  相似文献   

Student teachers’ beliefs about the teacher’s role in inclusive education     

Vlatka Domović  Vizek Vidović Vlasta  Dejana Bouillet 《欧洲特需教育杂志》2017,32(2):175-190

The main aim of this research is to examine the basic features of student teachers’ professional beliefs about the teacher’s role in relation to teaching mainstream pupils and pupils with developmental disabilities. The starting assumption of this analysis is that teacher professional development is largely dependent upon teachers’ beliefs about various facets of their professional work. These concepts strongly influence the way that teachers teach and the way that they develop as teachers. The participants in the research are 314 student teachers at the Faculty of Teacher Education of the University of Zagreb who are being prepared to teach in lower grades of primary school. The beliefs were explored using a metaphor technique derived from cognitive theory of metaphor. The differences between beliefs about the perceived teacher role in general, and the perceived teacher role in the education of pupils with developmental disabilities were analysed. The results indicate that the dominant belief about the teacher’s role in teaching mainstream pupils is of the teacher as a transmitter of knowledge, while the findings regarding the dominant belief about the teacher’s role in teaching pupils with developmental difficulties appeared to be self-cantered orientation. No differences were found between student teachers at different study levels. The findings are discussed in the light of the curriculum of initial teacher education.  相似文献   

Positive beliefs about errors as an important element of adaptive individual dealing with errors during academic learning     

Maria Tulis  Gabriele Steuer  Markus Dresel 《教育心理学》2018,38(2):139-158

Research on learning from errors gives reason to assume that errors provide a high potential to facilitate deep learning if students are willing and able to take these learning opportunities. The first aim of this study was to analyse whether beliefs about errors as learning opportunities can be theoretically and empirically distinguished from adaptive reactions to errors in an affective-motivational sense (including the maintenance of motivation and activating emotions), and in terms of learning behaviour and metacognitive activities specifically adjusted in response to a specific error. The second aim was to validate the proposed distinction across different domains. The third aim was to investigate the added value of beliefs about errors besides domain-specific self-concept and mastery goal orientation for understanding the preconditions for adaptive reactions to errors at school. We assessed all variables in three different school subjects (N = 614 students, Grades 5–7). Confirmatory factor analyses indicated distinctness and a moderate domain specificity of error-related reactions. Positive error-related beliefs predicted students’ affective-motivational and action adaptivity of error reactions, above and beyond self-concepts and goal orientations. Taken together, the current findings provide a more complete understanding of the intra-personal mechanisms of adaptive responses to errors in different school subjects.  相似文献   

Problem Solving in a Middle School Robotics Design Classroom     

Stephen J. Norton  Campbell J. McRobbie  Ian S. Ginns 《Research in Science Education》2007,37(3):261-277

Little research has been conducted on how students work when they are required to plan, build and evaluate artefacts in technology rich learning environments such as those supported by tools including flow charts, Labview programming and Lego construction. In this study, activity theory was used as an analytic tool to examine the social construction of meaning. There was a focus on the effect of teachers’ goals and the rules they enacted upon student use of the flow chart planning tool, and the tools of the programming language Labview and Lego construction. It was found that the articulation of a teacher’s goals via rules and divisions of labour helped to form distinct communities of learning and influenced the development of different problem solving strategies. The use of the planning tool flow charting was associated with continuity of approach, integration of problem solutions including appreciation of the nexus between construction and programming, and greater educational transformation. Students who flow charted defined problems in a more holistic way and demonstrated more methodical, insightful and integrated approaches to their use of tools. The findings have implications for teaching in design dominated learning environments.  相似文献   

Has California's Passage of Proposition 227 Made a Difference in the Way We Teach?     

Arellano-Houchin  Anna  Flamenco  Claudia  Merlos  Moisés M.  Segura  Lorena 《The Urban Review》2001,33(3):221-235

The Urban Review - Passage of Proposition 227 has almost effectively eliminated bilingual education in California public schools, tying the hands of teachers who still have to educate students not...  相似文献