专家—熟手—新手型教师教学策略的比较研究

以578名中学教师作为研究对象,采用自编的中学教师教学策略量表对不同类型教师的教学策略进行比较。结果表明,不同类型的教师其教学策略水平存在着差异,新手型教师比熟手型教师更重视课前策略,但课中策略上显著低于熟手型教师,课后策略上二者没有差异;熟手型教师在教学策略三个维度上都显著低于专家型教师,专家型教师的教学策略表现出灵活性、创造性以及有效的反思能力。     

Moving beyond reflection in a hall of mirrors: developing critical reflective capacity in teachers and teacher educators

Using reflection to merely affirm existing beliefs rather than engaging in confrontation and examination of beliefs is like reflecting in a hall of mirrors. This study explores the process of critical reflective development of practicing teachers through program reflections written to prompts during master’s-level coursework, seeking to understand: How does critical reflective capacity develop and change in practicing teachers enrolled in advanced coursework in an M.Ed. program? Researchers used a three-level reflective practice pyramid as a frame for examining teachers’ reflective writings. Specifically, 103 reflections from 26 PK-12 teachers were available for analysis. Where finding a clear trajectory in teacher’s reflective development was an anticipated outcome in which teachers would progress from the technical to contextual to dialectical levels of reflection, findings did not indicate such linear development for most teachers. As faculty analyzed the data, they engaged in critical reflection, also questioning purposes and program outcomes. This paper reports on both our study’s findings in response to the research question and on the results of faculty reflective engagement. Results reinforce the understanding that reflection is an individual journey for teachers and faculty alike; results also highlight the importance for engagement in critical reflection for both teachers and teacher educators.     

Prospective teachers’ beliefs about students’ goal orientations: A carry-over effect of prior schooling experiences?

This study examined the relationship between prospective teachers’ (N = 166) retrospective perceptions of their own past achievement goals and their current beliefs about students’ goal orientations and achievement behaviors. Results of hierarchical regression analysis provide correlation evidence in support of a “carry-over effect” of prospective teachers’ past goal orientations on their current beliefs about students. Specifically, prospective teachers’ were found to believe that their future students will pursue goal orientations analogous to their own past goal orientations. In addition, prospective teachers’ explanations for why students might engage in or avoid achievement-directed behaviors were examined. Regardless of past goal orientation, “internal motives” (e.g., improvement and self-satisfaction) represented the most frequent explanation offered by prospective teachers for why students engage in achievement behaviors. Prospective teachers with past performance-approach goals were significantly more likely to view avoidance as a sign of “laziness,” whereas those with past performance-avoidant goals were more likely to view avoidance as resulting from a “lack of confidence and support.” Implications for subsequent research are discussed.     

班主任互动风格与小学生自我概念的关系研究

本研究采用问卷法,以735名4～6年级小学生为被试,运用多层线性模型的分析方法,考察在个体水平和班级水平上班主任风格的两个维度与小学生自我概念的8个方面之间的关系。研究发现,除运动能力的自我概念以外,无论是在个体水平还是在班级水平,班主任的互动风格都与小学生自我概念存在显著相关,不过这种相关关系在互动风格的两个维度之间存在一定的差别;此外,按分析层次看,在班级水平上班主任风格对小学生的整体自我概念的预测力远远高于在个体水平上班主任风格对小学生个体自我概念的预测力。     

国外教师期望研究综述

近些年,国外的心理学与教育学研究者对教师期望现象进行了大量的研究,并取得了一定的成果。本文重点介绍了教师期望的发展阶段、理论模型和研究内容,并提出未来的发展方向,旨在人们更为全面地了解教师期望的发展现状与前景。     

小学教师集体效能及其对自我效能功能的调节

通过对28所小学1299名教师的问卷调查,作者主要探讨了教师集体效能在解释学校间教师心理特征各方面差异时的重要性,及其对自我效能预测功能的调节作用。多层分析结果表明,（1）教师自我效能对教师心理特征各方面的表现有显著的预测作用,这一预测作用存在学校间的差异;（2）教师集体效能高的学校,教师的工作满意度、内在动机、工作投入、同事关系满意度平均较高,离职倾向较低;（3）教师集体效能对自我效能与工作满意度等心理特征各方面的关系有显著调节作用,集体效能高的学校,自我效能对教师心理特征诸方面表现的预测力较强     

Interbehavioral field systems assessment: Examining its utility in preservice teacher education

Behavior analytic evaluation instruments should benefit teacher education programs in assessing: (a) teacher and student interactions in practice teaching settings, and (b) the immediate and long range effects of the teacher training received. Though empirical substantiation remains scarce, such instruments may be designed to foster teacher trainee sensitivity to, and better control of, complex stimulus and response mechanisms which either impede or facilitate learning. This study analyzed one technologically driven Behavior Analysis Strategy and Taxonomy (BEST) and related Temporal Analysis System (TAS) (Hawkins, Sharpe, & Ray, 1994) currently used within one preservice teacher education program. A multiple probe design with experimental and control groups demonstrated the instruments' effects when used as an instructional feedback tool with teachers in training. Findings supported the instruments' use in terms of teacher and student behavior changes demonstrated for the experimental group as compared to a control group not exposed to the instrument. Implications of this technology when applied to teacher education are last described.     

影响教师职业倦怠的多层变量之间的关系

采用问卷法调查了39所学校的370名小学教师,运用多层线性模型在个体和组织的不同层面上对影响教师职业倦怠的因素进行了探讨。结果发现:(1)教师集体效能越高,情感衰竭、低个人成就感和人格解体的得分就越低;校长越关心人,教师的人格解体得分就越高;(2)教师集体效能越高或校长越关心工作,则教师效能对情感衰竭的负向作用就越弱;而校长越关心人,则教师效能对情感衰竭的负向作用就越强;(3)教师集体效能对教师职业倦怠的影响不因教师性别和教龄的不同而不同,但校长领导行为对教师职业倦怠的影响却出现了性别和教龄的差异:关心工作导致了女性的个人成就感更低,对改善高教龄教师的低个人成就感更为有利,而关心人对改善低教龄教师的成就感、人格解体的帮助更大。     

Natural rates of teacher approval and disapproval in the classroom

Sixteen classroom observational studies were conducted to determine natural rates of teacher verbal approval and disapproval in the classroom. Rates of teacher verbal approval and disapproval were measured by the Teacher Approval and Disapproval Observation Record (TAD) over Grades 1 through 12. Teacher verbal approval rates dropped over grade, with a marked drop after second grade. In every grade after second, the rate of teacher verbal disapproval exceeded the rate of teacher verbal approval. These rates are interpreted in terms of reinforcement theory.     

教师集体效能理论及其应用

教师集体效能是教师效能在集体水平上的扩展,是教师对其作为一个整体的、能够组织和实施影响学生行为过程的能力知觉和信念,它以知觉到的平均数作为其集体效能测量的整合分数。教师集体效能在学生的学业成就、有效学校的特性以及教师的心理与行为的改变中有着重要的应用。但与教师个体效能相比,教师集体效能的研究在整体上还存在着明显的不足     

教师集体效能和自我效能对工作压力影响作用的调节--多水平分析研究

通过对28所小学1299名教师的调查结果,作者主要对教师集体效能和自我效能对工作压力与教师工作满意度、内在动机及离职倾向之间关系的调节作用进行了分析。多层分析结果表明：(1)教师工作压力与教师工作满意度和内在动机的关系受教师自我效能高低的调节,教师自我效能高的教师．工作压力所带来的负面影响较小;在考虑了教师自我效能的调节作用后,教师工作压力对教师工作满意度、内在动机和离职倾向的影响存在显著的学校水平的差异。(2)学校水平背景特征一教师集体效能对教师工作压力与内在工作动机和离职倾向之间的关系有显著的调节作用,在集体效能高的学校中的教师,工作压力的负面影响较弱。     

Transformative professional learning: an ecological approach to agency through critical reflection

Within the global economy, education leverages social and economic improvement. Teachers are positioned as drivers and agents of compliance within change processes. Addressing this concern, we investigate intern teacher agency, as transformative professional learning, that occurs through a process of critical reflection. Critical reflection is conceived as an important element of teacher agency within the current political milieu. This article addresses the role of critical reflection in school-based intern teacher professional learning (PL). It is argued that intern teacher agency is inherent in transformative PL characterized through partnerships, which provide scope for decision-making and critical reflection.     

教师互动问卷中文版的初步修订及应用

教师互动问卷（ＱＴＩ）是国外研究师生间教师行为时广泛采用的有效工具,国内目前尚缺少这方面的研究工具,因此,我们对ＱＴＩ进行了中文版的修订。修订经过了翻译、试测、修订、重测、信度与效度的考查等一系列环节。试测和重测的被试分别为９２名和３４７名中小学教师。统计结果表明,ＱＴＩ中文版有较好的信度、效度和区分度,可以用于我国教师行为的研究。此外,应用ＱＴＩ将教师划分为合作一支配型与对一服从型两类,效果较好     

教师组织承诺结构的验证性因素分析

通过文献回顾、半结构访谈、问卷调查及理论分析,提出了教师组织承诺的结构。对278名教师进行测查以考察教师组织承诺的因素结构,验证了教师组织承诺的结构,发现教师组织承诺包含四个维度,即感情承诺、规范承诺、理想承诺和投入承诺。     

Learning to teach through video playback: student teachers confronting their own practice

The aim of this study was to examine the use of video playback with student teachers to promote teacher learning and to analyse patterns of reflection. A total of 14 student teachers video recorded their lessons in the practice setting and later confronted their performance, facing their videotaped lesson during the course of an interview with their university supervisor. The interviews were then transcribed and coded. Our results indicate that video playback facilitates student teacher learning and that the quality of reflection ranges from routine to dialogic. This suggests that further research into how to elicit higher levels of reflection is needed. The role of the supervisor in promoting deeper thinking should be further examined.