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1.
Teachers can transmit their class-related values to their students and thus affect their students’ academic development in regular classes. This so-called value transmission has mostly been examined with respect to emotional contagion, that is, the transmission of rather affective values (e.g., enjoyment) from teachers to their students through teachers’ enthusiastic behavior during instruction. However, other transmission processes might also be at play, including other value dimensions and mediation through other instructional practices. In this study, we therefore aimed to systematically test the generalizability of such value transmission effects by examining a broad spectrum of (a) teacher values, (b) instructional practices, and (c) student values. Based on longitudinal data from 1744 students and their 70 math teachers, cross-level mediation analyses revealed that teachers’ teaching enthusiasm, math enthusiasm, as well as math utility value affected their students’ values (i.e., intrinsic and utility values). Teachers’ teaching enthusiasm was transmitted to students’ values through both student-perceived enthusiastic behavior during instruction and through relevance-related instructional practices. Teachers’ subject-related values (i.e., math enthusiasm and utility value) primarily affected students’ utility value, but this transmission could not be explained by the instructional practices under investigation. Overall, our findings reveal auspicious evidence for a broader generalizability of the value transmission concept and yet also show the need to differentiate between different value dimensions and the mechanisms through which they are transmitted from teachers to their students. 相似文献
2.
The success of inclusive education is dependent upon classroom teachers implementing adaptations for children with disabilities. Given that willingness to make such adaptations is influenced by teacher attitudes, the current study examined teachers’ attitudes towards inclusive education through a meta-analysis of 64 samples that were found via a systematic literature search. The results indicated that teachers hold a positive attitude towards inclusion of children with disabilities in mainstream schools and that these attitudes are moderated by an interplay of cultural and demographical factors. The findings offer a renewed basis for intervention research into improving educational opportunities for children around the world. 相似文献
3.
Civics teachers play a critical role in maintaining classroom environments that encourage discussions of controversial public issues. Thus, preparing new teachers to consider the role of such discussions is crucial. Building on theories of teacher knowledge development, this study explores how Israeli civics teacher-educators conceptualize discussions as part of their courses. The findings present four approaches that include: discussion as a pedagogical practice; discussion as a means for reflection; discussion as a way to bring the curriculum to life; and discussion as a vehicle that represents disciplinary content. Based on these findings, the role of discussion as an educational goal, not just a secondary means, will be argued. 相似文献
4.
This article offers a first look at teacher educators’ (N = 336) perceptions of their technology competencies based on the Teacher Educator Technology Competencies (TETCs; Foulger, Graziano, Schmidt-Crawford, & Slykhuis, 2017). The participants generally rated their competence levels highly in relation to the TETCs. Although many participants reported that the TETCs adequately reflected the competencies required of them, they suggested various additions and changes to the TETCs. This mixed-method study advances understanding of teacher educators’ perceptions of the importance of various competences to their work and offers feedback from the field regarding which competencies might be missing from the TETCs. 相似文献
5.
Europe seems to be going through a historical period characterized by the fear of otherness, conceived as an attack on the positive values of liberal society. This fear manifests itself, according to several researchers, through neo-assimilationist tendencies in public policies in many European nations: an example of this trend can be considered the reintroduction of the language and knowledge requirements of the country for new immigrants as a prerequisite for obtaining permanent residence and citizenship.At the same time, in both academic and public debates, the tendency is spreading to affirm that it is necessary to overcome the multicultural approach in favour of a new paradigm capable of dealing with the complexities typical of the superdiversity that characterizes European nations: the interculturalism. This trend is in contrast to the thinking of several researchers who believe that the theoretical principles and the practical aims, which are at the basis of multiculturalism and interculturalism are complementary to each other. Multiculturalism tends to focus more on the level of public discourse and political debate while interculturalism is aimed more at more meso and micro-level. It is believed that teachers, social workers and educators play a fundamental role in making the members of the majority of a State more open to comparison and exchange with subjects coming from other historical and geographical contexts. The purpose of this review is to identify the intercultural competencies that these professionals should have to counter the fear and closure towards diversity, which is constantly increasing in European societies. 相似文献
6.
In this article the author explores the policy discourse on teacher professionalism (TP) in Singapore. Various types of relevant policy texts are collected and analysed, considering the three different perspectives of TP discussed in the existing literature – the managerial view, the professional view and the transformative view. The author argues that the current discourse presents a hybrid notion of TP that integrates managerial and professional views to serve policymakers’ intentions, but this is a constrained view that may de-professionalise the teaching profession by narrowing TP to faithful alignment and effective implementation of the national curriculum. 相似文献
7.
This study explores the perceptions held by nine mentor teachers from four Australian secondary schools about the impact they have on pre-service teachers during professional placement. Using Fraser’s (2000, 2005, 2008) social justice framework as a theoretical lens, this paper examines what can be learnt from these teacher mentors about mentoring in disadvantaged school contexts. These mentor teachers felt their most significant impact was in shaping pre-service teachers’ awareness and responsiveness to contextual factors so that they could not only fulfil professional experience requirements, but also be better prepared for potential future teaching opportunities in disadvantaged school contexts. 相似文献
8.
For regulation of text learning to be effective, students need to accurately monitor their text comprehension. Similarly, to provide adaptive instruction, teachers need to accurately monitor and regulate students’ text comprehension. Performing generative activities prior to monitoring has been suggested to provide students with diagnostic cues, improving monitoring accuracy; an open question is whether this would also help teachers. We investigated whether two generative activities, diagram completion and diagram drawing, improved secondary education students’ (n = 248) monitoring and regulation accuracy of text comprehension (Experiment 1) and whether viewing students’ diagrams improved teachers’ (N = 18) monitoring and regulation of students’ text comprehension (Experiment 2). Students’ monitoring and teachers’ regulation accuracy was higher in the diagramming conditions than in the no-diagramming condition. Students and teachers used diagnostic cues when judging students’ text comprehension: Improving students’ monitoring and teachers’ regulation of students’ text comprehension relies on improving accessibility of diagnostic cues. 相似文献
9.
This cross-national study provides new insights in teacher efficacy in today’s culturally diverse classrooms using survey data of 269 early childhood and primary school teachers in England, Italy, the Netherlands and Poland. Teacher efficacy can be viewed as a two dimensional concept in which both general beliefs are measured alongside (diversity-related) domain-specific beliefs. These beliefs are related to the cultural classroom context and the use of intercultural classroom practices. Our results indicate that policies and professional development targeted at the reciprocal relation between diversity-related efficacy and practices are important when preparing teachers for working in diverse classroom contexts. 相似文献
10.
In this article, we report on the challenges entailed in the development of concepts, methods, and strategies for designing and implementing a cross-national research study of the first-years of school-mathematics teaching, including an exploration of how beginning mathematics teachers differ in their preparation, knowledge for teaching, teaching practice, working conditions, and pupil characteristics. The study was designed as a proof-of-concept for a study of teaching and teacher education to be implemented by educationalists, teacher educators, and early career teachers as an ongoing professional endeavor. Primary among the challenges was the development of the sampling design and the construction of measures. 相似文献