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ObjectivesGrounded in Self-Determination Theory, this study examined whether physical education (PE) teachers' psychological need satisfaction experienced during continuous professional development (CPD) on need-supportive teaching predicted changes in their effectiveness and feasibility beliefs regarding the proposed teaching approach, as well as their intentions to apply this approach and subsequent changes in their self-reported in-class behaviors.MethodsPrior to the training, a sample of 80 PE teachers (57.5% men, Mage = 42.70 ± 10.15 years) reported on their effectiveness and feasibility beliefs regarding autonomy-supportive and structuring teaching strategies and their in-class application of these strategies. Immediately following the training, these beliefs were assessed again and participants reported on their psychological need satisfaction experienced during the training and their intentions to apply the proposed strategies. Finally, two weeks after the training, participants' self-reported in-class application of the teaching strategies was measured for the second time.ResultsPsychological need satisfaction experienced during the training related to a change in effectiveness and feasibility beliefs regarding autonomy support and structure, and to teachers' intentions to apply the proposed strategies as reported immediately after receiving the training. In addition, teachers' intentions related to a change in their self-reported in-class application of structuring, but not autonomy-supportive, teaching strategies.ConclusionsExperiences of psychological need satisfaction during CPD can help to increase the likelihood that teachers become more convinced about the effectiveness and feasibility of the proposed change and can produce greater intentions toward change, which may relate to actual (albeit) self-reported behavior change. 相似文献
63.
Shana Levin 《Political psychology》2000,21(3):603-620
This article describes ways in which political psychology can be incorporated into undergraduate course curricula. The challenges of teaching political psychology to undergraduate students are discussed, and possibilities for the content and structure of undergraduate courses in political psychology are examined in the context of active learning. Suggestions for the development of an undergraduate major in political psychology are offered. 相似文献
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学习迁移泛指一种学习对另一种学习的影响,一般指先前学习已获得的知识、技能、方法和态度对以后学习新的知识技能及研究解决问题的影响。通过学习迁移现象在中医教学过程中的不同表现,指出学习迁移规律是符合中医的教学规律的,有意识地应用学习迁移规律能够很好地促进中医教学,并就如何应用学习迁移规律改进中医教学提出了自己的看法。 相似文献
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Yasser A. Al-Hilawani 《Reflective Practice》2018,19(1):135-144
This article was prepared to extend the traditional view of metacognition to include the orientation of thematic and common features analyses of events in daily-life interactions. A brief historical development of metacognition was presented and discussed to pave the way for this new orientation. This heuristic conceptualization and direction of metacognition was realized and materialized due to research in deaf education. Metacognition, as presented in this article, dispelled misconceptions about the cognitive ability of individuals who live with deafness. It was viewed impetus for continued research. 相似文献
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Sarah M. Richling W. Larry Williams James E. Carr 《Journal of applied behavior analysis》2019,52(3):701-717
The acquisition of skills by individuals with developmental disabilities typically includes the attainment of a certain mastery criterion. We conducted a survey of practitioners who indicated the most commonly used mastery criterion as 80% accuracy across three consecutive sessions. Based on these results, we conducted a series of three experiments to evaluate the relation between mastery criterion and subsequent skill maintenance with 4 individuals with various developmental disabilities. Results suggest that 80% accuracy across three consecutive sessions may be insufficient for producing maintenance in some cases. 相似文献
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Pamela W. Garner Tameka S. Parker Sarah B. Prigmore 《Infant mental health journal》2019,40(4):496-512
In the current study, we examined associations among early childcare workers’ emotional competence, observed responsiveness, comfort with socioemotional teaching practices, and the quality of their relationships with children in their care. The participants were 100 early childcare workers (72 center-based Early Head Start teachers and 28 family childcare providers). Results showed that caregivers’ emotion regulation ability was positively associated with caregiver–child relational closeness. Understanding and regulation of emotion were both positively associated with childcare workers’ comfort with socioemotional teaching practices. Their observed responsiveness was positively related to relational closeness and negatively related to relational conflict. Findings are consistent with aspects of the prosocial classroom model, which asserts that educators high in emotional and social competence tend to adopt childcare practices that result in supportive relationships with children. Results provide insight into whether childcare workers’ responsiveness to young children and their perceived socioemotional teaching practices provide a pathway between emotional competence and the quality of caregiver–child relationships. 相似文献