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1.
Perry den Brok Mieke Brekelmans Theo Wubbels 《School Effectiveness & School Improvement》2013,24(3-4):407-442
In this study, the effectiveness of secondary education teachers' interpersonal behaviour is investigated by analysing data from 2 samples: a study on 45 Physics teachers and their 3rd-year classes and a study on 32 English as a Foreign Language (EFL) teachers and their 3rd-year classes. Teacher interpersonal behaviour was studied by means of students' perceptions of this behaviour, collected with the Questionnaire on Teacher Interaction (QTI). These perceptions include 2 important dimensions: Influence and Proximity. Results of multilevel analyses with various covariates indicated that Influence and Proximity were positively related to both cognitive and affective outcomes. Interpersonal behaviour explained up to more than half of the variance in student outcomes at the teacher-class level. The outcomes suggest that interpersonal behaviour as perceived by students may be an important variable for educational effectiveness researchers. 相似文献
2.
Teachers participating in curricular reforms, especially reforms based on constructivism, are expected to bring about change in their teaching approach. This is often a difficult, complex and intensive process, and demands a radical reculturing of the classroom. This is also the case for social constructivist reforms in chemistry education, which are based on a context-based approach. Educational change is a social and interactional process, and during this change teachers will engage in negotiations with their students about the reform. These teacher–student negotiations have a profound impact on the succeeding of the reform. This study explores the teacher–student interactions during the reform that shape and alter the context-based chemistry approach. We focused on two teachers, of whom it was found in an earlier study that one of them succeeded in implementing the reform, while the other one struggled. By following them for one school year, in which in-depth qualitative data was collected through various instruments, we developed insights about the teacher–student negotiations that influenced the educational reform. Three themes emerged from the data: “agency of learning,” “vulnerability,” and “care.” The differences that were found between the teachers regarding these themes help explain why and how the reform can become a success and why the reform often fails to change classroom practice. 相似文献
3.
According to the literature, in the 1980s the intended science curriculum exhibited a worldwide movement toward a curriculum for all, with a more contextually embedded approach. In writings about science teaching pedagogy, a trend can be observed to consider seriously students' conceptions, based on the premises of constructivism. This article examines consequences of these trends for teacher behavior and concludes that classes should become more student centered. In terms of the model for interpersonal teacher behavior (Wubbels & Levy, 1993), teachers must give their students more responsibility and act in a more understanding way. It is to be expected that teachers' beliefs and opinions have to change before this trend can be implemented in the classroom. We have therefore tested whether teachers' opinions about objectives and content of physics education, on the one hand, and the implemented curriculum, particularly teachers' interpersonal behavior, on the other, display the same trend observed in the intended curriculum. In 1984 and 1993, data on students' perceptions of their teachers' behavior were gathered from ninth-grade students of a random sample of Dutch physics teachers. Data on the teachers' self-perceptions of their behavior and their opinions about physics education also were included. The results show that teachers were more in favor of realistic teaching content in 1993 than in 1984, a shift that is in line with the trend in the intended curriculum. Students' perceptions indicated clearly that Dutch teachers behaved less dominantly and more cooperatively in 1993 than in 1984. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 447–466, 1997. 相似文献
4.
Paul Van der Zande Sanne F. Akkerman Mieke Brekelmans Arend Jan Waarlo Jan D. Vermunt 《International Journal of Science Education》2013,35(11):1741-1767
Contemporary genomics research will impact the daily practice of biology teachers who want to teach up-to-date genetics in secondary education. This article reports on a research project aimed at enhancing biology teachers’ expertise for teaching genetics situated in the context of genetic testing. The increasing body of scientific knowledge concerning genetic testing and the related consequences for decision-making indicate the societal relevance of an educational approach based on situated learning. What expertise do biology teachers need for teaching genetics in the personal health context of genetic testing? This article describes the required expertise by exploring the educational practice. Nine experienced teachers were interviewed about the pedagogical content, moral and interpersonal expertise areas concerning how to teach genetics in the personal health context of genetic testing, and the lessons of five of them were observed. The findings showed that the required teacher expertise encompasses specific pedagogical content expertise, interpersonal expertise and a preference for teacher roles and teaching approaches for the moral aspects of teaching in this context. A need for further development of teaching and learning activities for (reflection on) moral reasoning came to the fore. Suggestions regarding how to apply this expertise into context-based genetics education are discussed. 相似文献
5.
Paul van der Zande Arend Jan Waarlo Mieke Brekelmans Sanne F. Akkerman Jan D. Vermunt 《International Journal of Science Education》2013,35(15):2037-2067
Recent developments in the field of genomics will impact the daily practice of biology teachers who teach genetics in secondary education. This study reports on the first results of a research project aimed at enhancing biology teacher knowledge for teaching genetics in the context of genetic testing. The increasing body of scientific knowledge concerning genetic testing and the related consequences for decision-making indicate the societal relevance of such a situated learning approach. What content knowledge do biology teachers need for teaching genetics in the personal health context of genetic testing? This study describes the required content knowledge by exploring the educational practice and clinical genetic practices. Nine experienced teachers and 12 respondents representing the clinical genetic practices (clients, medical professionals, and medical ethicists) were interviewed about the biological concepts and ethical, legal, and social aspects (ELSA) of testing they considered relevant to empowering students as future health care clients. The ELSA suggested by the respondents were complemented by suggestions found in the literature on genetic counselling. The findings revealed that the required teacher knowledge consists of multiple layers that are embedded in specific genetic test situations: on the one hand, the knowledge of concepts represented by the curricular framework and some additional concepts (e.g. multifactorial and polygenic disorder) and, on the other hand, more knowledge of ELSA and generic characteristics of genetic test practice (uncertainty, complexity, probability, and morality). Suggestions regarding how to translate these characteristics, concepts, and ELSA into context-based genetics education are discussed. 相似文献
6.
Renske A.M. de Kleijn M. Tim Mainhard Paulien C. Meijer Mieke Brekelmans Albert Pilot 《Assessment & Evaluation in Higher Education》2013,38(8):1012-1026
A growing body of research has investigated student perceptions of written feedback in higher education coursework, but few studies have considered feedback perceptions in one-on-one and face-to-face contexts such as master’s thesis projects. In this article, student perceptions of feedback are explored in the context of the supervision of master’s thesis projects, using review studies with respect to effective feedback in coursework situations. Online questionnaires were administered to collect data from three cohorts of master’s students who were either working on their thesis or had recently finished it (N?=?1016). The results of the study indicate that students perceive the focus of feedback in terms of a focus on task and self-regulation; they perceive the goal-relatedness of feedback in terms of feed up (goal-setting) and feed back-forward (how am I going and where to next?); and elaboration of feedback is perceived in terms of positive and negative feedback. Furthermore, students that perceive the feedback to be positive, and to provide information on how they are going and what next steps to take, are the most satisfied with their supervision and perceive they are learning most from their supervisor. The findings are discussed in relation to findings in coursework settings, and are explained using goal orientation theories. 相似文献
7.
Several researchers have suggested the importance of being responsive to students' needs in research supervision. Adapting support strategies to students' needs in light of the goals of a task is referred to as adaptivity. In the present study, the practice of adaptivity is explored by interviewing expert thesis supervisors about diagnosing student characteristics in order to determine students' needs and concurrent adaptive support strategies. The findings suggest that next to competence, supervisors also diagnose elements of students' determination and context. With respect to support strategies, it is suggested that supervisors adapt to student needs in terms of explicating standards, quality or consequences, division of responsibilities, providing more/less critical feedback and sympathising. The complexity of the relationship between diagnosing student characteristics and adapting support strategies is illustrated and needs further study. 相似文献
8.
Perry den Brok Darrell Fisher Theo Wubbels Mieke Brekelmans Tony Rickards 《Asia Pacific Journal of Education》2006,26(1):79-95
This study investigates the reliability and validity of the Questionnaire on Teacher Interaction (QTI) in three countries: Singapore, Brunei and Australia. The QTI maps student perceptions of interpersonal teacher behaviour and is based on the circumplex Model for Interpersonal Teacher Behaviour (MITB) that investigates the teacher–student relationship in terms of the two dimensions of influence and proximity. Students' perceptions of their teachers in the three countries are also compared. Results show that the QTI scales are represented by two independent dimensions and that scales can be ordered in terms of a circular structure. However, empirical scale locations differ from their theoretical positions as hypothesised by the circumplex model, and among countries. Differences in teacher influence and proximity are also found among the countries. 相似文献
9.
Levy Jack Wubbels Theo Den Brok Perry Brekelmans Mieke 《Learning Environments Research》2003,6(1):5-36
This study examined variables associated with differences in students' perceptions of interpersonal teacher behavior. The perceptions of 3023 students and 74 teachers in 168 classes in seven secondary schools were used in the analyses. Investigating variance at the student, class, teacher and school levels revealed that several variables are significantly related to students' perceptions: student and teacher gender, student and teacher ethnic background, student age and grade, class size, grade level, subject taught and teacher experience. There were interaction effects between some variables, such as student ethnicity and student gender, as well as student and teacher gender. While significant, the amount of variance explained by these was low (around 10%). The outcomes generally confirmed earlier research, although some new effects were found. Perhaps the main result of the study was its verification of the complex and interactive nature of students' perceptions of the learning environment and researchers' understanding of it. 相似文献
10.
This study investigates student perceptions of the behavior of physics teachers in relation to some other variables in the classroom situation. The research was carried out as a Dutch option of the Second International Science Study. Data were gathered in 65 classrooms of physics teachers with pupils 15 years old. Some of the teachers (21) used the new PLON curriculum and the others a traditional one. Student perceptions of teacher behavior were measured with a questionnaire based on the interpersonal theory of Leary (1957). The aspect of behavior measured is called interactional teacher behavior. We found remarkably high correlations between student perceptions of teacher behavior and affective outcomes such as appreciation of the lessons and motivation for the subject matter. Also, the correlations with cognitive outcomes measured with a standardized international test were significant. It appears that some differences exist between teacher behaviors that are favorable for high cognitive outcomes and behaviors favorable for high affective outcomes in physics lessons. Hardly any differences were found in teacher behavior between teachers using the traditional and the new physics curriculum. 相似文献