| 怎样的评价可以促进教师潜心育人:来自中小学教师专业表现的实证证据 |
| |
| 引用本文： | 刘伟,李琼.怎样的评价可以促进教师潜心育人:来自中小学教师专业表现的实证证据[J].教师教育研究,2022,34(1):49-56. |
| |
| 作者姓名： | 刘伟 李琼 |
| |
| 作者单位： | 教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心,北京 100875,教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心,北京 100875;青海师范大学高原科学与可持续发展研究院,青海西宁 810016 |
| |
| 基金项目： | 教育部人文社会科学研究项目 |
| |
| 摘 要： | 教育评价事关教育发展方向,影响教师潜心育人的专业表现及学生全面发展。为考察问责式和发展性两种教师评价对教师专业表现的不同影响,本研究采用问卷法,调查了我国中西部2354名县镇及乡村中小学教师,构建潜变量结构方程模型,探究教师所感知的教师评价方式、对评价的态度、教师的专业学习及专业表现之间的关系。结果发现:问责式教师评价对教师专业表现影响的直接效应不显著,但通过教师对评价反馈的态度和专业学习,显著负向影响教师专业表现;发展性教师评价对教师专业表现的总效应、直接效应和间接效应皆为显著正向影响。这提示不同教师评价对教师潜心育人专业表现的影响机制是不同的,在制定和改革教师评价方案时需要综合考虑。
|
| 关 键 词： | 教师评价 教师学习 教师专业表现 潜心育人 |
How Teacher Evaluation Can Improve Quality Teaching and Learning: Empirical Evidence from Primary and Secondary School Teachers |
| |
| LIU Wei,LI Qiong.How Teacher Evaluation Can Improve Quality Teaching and Learning: Empirical Evidence from Primary and Secondary School Teachers[J].Teacher Education Research,2022,34(1):49-56. |
| |
| Authors: | LIU Wei LI Qiong |
| |
| Institution: | (Center for Teacher Education Research of Beijing Normal University,Key Research Institute of Humanities and Social Sciences at Universities,MOE,Beijing,100875,China;Institute of Plateau Science and Sustainable Development,Qinghai Normal University,Xining,Qinghai,810016,China) |
| |
| Abstract: | Educational evaluation plays a pivotal role in improving the quality of teaching and all-round development of students. It is crucial to examine the different effects of accountability and developmental approaches to teacher evaluation on teachers’ professional performance. A total of 2354 primary and middle school teachers from five provinces of China participated in this study. A structural equation model was constructed to investigate the relationships among teachers’ perception of teacher evaluation methods, attitudes towards evaluation, their professional learning and professional performance. Results indicated that: the direct effect of evaluation for accountability on teachers’ professional performance was not significant, but the indirect effect through attitude and teacher learning was significantly negative;developmental teacher evaluation had positive influences on teachers’ professional performance. This suggested that different approaches of teacher evaluation affect teachers’ professional performance through different mechanisms. |
| |
| Keywords: | teacher evaluation teacher learning professional performance quality of teaching and learning |
| 本文献已被 维普 万方数据 等数据库收录！ |
|
