年轻英语教师语音教学信念与行为的对比分析

语音是学习语言的基础和提高语言整体水平的重要切入点。由于影响语音学习因素的多样性和复杂性,使得语音教学从来都是英语教学的薄弱环节。教师作为教学活动的组织者和领导者,在语音教学过程中起主导作用。本研究的目的在于揭示教师的语音教学信念及其语音教学信念与教学行为间的关系,观察二者是否一致,并探究其原因。     

Tutor training for service learning: impact on self-efficacy beliefs

The aim of my study was: (a) to measure the effectiveness of a supporting tutor-training curriculum and content knowledge gains for preservice teachers engaged in service learning and (b) to determine whether tutor training and field experience improved the preservice teachers’ teaching self-efficacy beliefs. One hundred and thirteen upper-division undergraduate students enrolled in Social Foundations of Multicultural Education courses participated in course-embedded tutor-training and fulfilled a 20-h service-learning requirement by tutoring pupils in local elementary schools. Analyses of variance (ANOVA) on a pretest and posttest measures of content knowledge, tutoring skills, and teaching self-efficacy demonstrated a statistically significant difference with higher mean scores at the post time. These results suggest that a course-specific tutor-training curriculum advances the participants’ knowledge and skill in tutoring. The results also indicate that the combination of tutor training and field application (i.e. tutoring in a classroom) function to increase students’ self-efficacy as future teachers.     

English language teachers becoming more efficacious through research engagement at their Turkish university

While it is generally recognized that teacher research can be a very beneficial form of continuing professional development (CPD), there is still relatively limited research available on the impact this activity has on teachers’ self-efficacy beliefs, which are of interest to educational psychologists because, while being open to constant change, these beliefs influence the way in which knowledge is transformed into action. There is also a relative lack of available research into how teachers develop as researchers; the processes whereby they gain practical knowledge and more positive self-efficacy beliefs in planning, conducting, analysing, presenting and writing up research require further exploration. This qualitative multi-case study addresses these issues, exploring the development of three in-service teachers of English on a foundation programme at a Turkish university. Findings reveal that engaging in CPD which directly benefited their learners helped all three teachers develop positive teachers’ self-efficacy beliefs and deeper practical knowledge in relation to the specific tasks that concerned them. Furthermore, from a starting point of having low self-efficacy beliefs in conducting practical research, which reflected their lack of prior knowledge in this area, they all became more efficacious as they gained research experience and developed practical knowledge of research. This study highlights the benefits, then, of helping teachers become more efficacious through CPD that engages them as knowledge-generators. Enthusiastic mentoring, autonomy support and the opportunity to present their research more widely all helped the teachers in this Turkish context to develop.     

Spatial thinking in science,technology, engineering,and mathematics: Elementary teachers' beliefs,perceptions, and self-efficacy

Fostering students' spatial thinking skills holds great promise for improving Science, Technology, Engineering, and Mathematics (STEM) education. Recent efforts have focused on the development of classroom interventions to build students' spatial skills, yet these interventions will be implemented by teachers, and their beliefs and perceptions about spatial thinking influence the effectiveness of such interventions. However, our understanding of elementary school teachers' beliefs and perceptions around spatial thinking and STEM is in its infancy. Thus, we created novel measures to survey elementary teachers' anxiety in solving spatial problems, beliefs in the importance of spatial thinking skills for students' academic success, and self-efficacy in cultivating students' spatial skills during science instruction. All measures exhibited high internal consistency and showed that elementary teachers experience low anxiety when solving spatial problems and feel strongly that their skills can improve with practice. Teachers were able to identify educational problems that rely on spatial problem-solving and believed that spatial skills are more important for older compared to younger students. Despite reporting high efficacy in their general teaching and science teaching, teachers reported significantly lower efficacy in their capacities to cultivate students' spatial skills during science instruction. Results were fairly consistent across teacher characteristics (e.g., years of experience and teaching role as generalist or specialist) with the exception that only years of teaching science was related to teachers' efficacy in cultivating students' spatial thinking skills during science instruction. Results are discussed within the broader context of teacher beliefs, self-efficacy, and implications for professional development research.     

Implicit STEM ability beliefs predict secondary school students' STEM self-efficacy beliefs and their intention to opt for a STEM field career

Despite the widely accepted view that low self-efficacy beliefs negatively influence students' intention to opt for a STEM field oriented study or career path, it remains unclear how to effectively stimulate these beliefs in students who do seem to have the ability and motivation to opt for a STEM career. A suggestion from previous literature is that students' implicit beliefs about the malleability of their learning ability can have a major impact on their self-efficacy beliefs, and, importantly, that these implicit beliefs are malleable themselves. Even though this relation between implicit beliefs, self-efficacy, and STEM field aspirations has been suggested multiple times, there is no empirical evidence to support this claim. The goal of the current study was to examine whether implicit beliefs about the malleability of STEM ability are associated with secondary school students' intention to opt for a STEM field bachelor's degree, using a Structural Equation Modelling approach. Furthermore, we examined the mediating role of STEM-oriented self-efficacy beliefs on the relationship between implicit ability beliefs and STEM intention. We used a Likert-type questionnaire, consisting of subscales to measure ability beliefs, self-efficacy, and intention to opt for a STEM degree of secondary school students in their fifth grade (n = 483). Results showed that there is a positive relation between implicit STEM ability beliefs and the intention to opt for a STEM field bachelor degree, and that this relation is partly mediated by self-efficacy beliefs. Incremental STEM ability beliefs predicted positive self-efficacy beliefs and increased STEM intention. These findings provide a foundation for a novel approach to stimulate and motivate students for the STEM field, namely by stimulating incremental beliefs about their STEM ability.     

Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on

Various commentators have argued for years that the study of teachers' self-efficacy (TSE) beliefs, largely dominated by quantitative research methodologies, has been confused. Contentious issues include the very conceptualization of these beliefs, how they are defined and accessed through research and how the research is used. One of the biggest anomalies is that, despite claiming that these beliefs are task-specific, many quantitative researchers have both assessed them globally and portrayed them as hard to impact. In contrast, some qualitative researchers have emphasized the task-specific nature of these beliefs and their potential for transformation through self-doubt, reflection and learning. This literature review examines these and other contentious issues, focusing on studies published in international peer-reviewed journals in the last few years, looking, through the use of search terms and the surveying of abstracts followed by detailed reading, for evidence of developing understandings and changing research practices. This review highlights continuing misalignment between theory and method in much of the literature, but also identifies promising research directions. Mixed methods and qualitative research designs seem to have the potential to produce insightful findings that can make the study of TSE beliefs of greater use to teacher educators than has previously been the case.     

Teaching efficacy: exploring relationships between mathematics and science self-efficacy beliefs,PCK and domain knowledge among preservice teachers from the United States

This mixed-methods study investigated the relationships among preservice teachers’ efficacy beliefs, pedagogical content knowledge (PCK) and their domain knowledge (DK) as related to mathematics and science teaching. Quantitative results revealed that participants’ PCK was significantly correlated with their mathematics and science efficacy beliefs. Additionally, participants’ mathematics and science DK did not predict their mathematics and science personal efficacy beliefs, however, their PCK score predicted participants’ outcome expectancies. Interview analysis revealed five inter-related key themes, labeled as: Previous academic experiences, Mathematics and science PCK beliefs, Personal efficacy, Outcome expectancies and Emotions. These common themes describe participants’ views of their quality teacher training and thinking about planned instruction. Educational implications are discussed in relationship with study findings.     

Student teachers’ perceptions of reading and the teaching of reading: the implications for teacher education

This article reports on research which identified perceptions of reading and the teaching of reading held by trainee teachers and the impact on my provision as a teacher educator. It found that students’ past and present experiences of learning to read and being a reader influenced their perceptions of what reading is and of what it means to teach reading. As a teacher educator, I am not able to give students long experience of seeing children becoming readers, but I am able to give them richer experiences of reading in personally and culturally relevant contexts. This has implications for the nature of subject knowledge required by a student teacher of reading and the curriculum and practice of teacher education.     

The change in epistemological beliefs and beliefs about teaching and learning: a study among pre-service teachers

This study investigated the change in Singaporean pre-service teachers' epistemological beliefs and beliefs about learning and teaching over the course of a teacher preparation program. An online survey was administered during the first week of a nine-month program and the same survey was administered after the 413 participants had completed all their course work and teaching practice. Participants exhibited significant changes in epistemological beliefs and beliefs about learning and teaching – participants indicated more relativistic epistemological outlooks and less constructivism in beliefs about teaching. At the end of the teacher preparation program, they seemed to less value effort in learning and believed more in innate ability.     

Pre-service teacher self-efficacy in digital technology

Self-efficacy is an important motivational construct for primary school teachers (teachers of children aged 5–12 years) within Australia. Teacher self-efficacy beliefs will determine the level of teacher confidence and competence to engage with a task. In this study, we explore engagement with digital technology and the associated learning and teaching of digital technology. Exploring the teacher self-efficacy beliefs towards technology of pre-service teachers, this study surveyed pre-service teachers studying to become primary teachers in two states within Australia (Victoria and Queensland). Findings are important as they provide insights into current levels of perceived competence and confidence towards engaging with digital technology as a future teacher. Findings highlight vast difference across a variety of teacher skills and actions. Given that beliefs are resistant to change after the beginning phase of teaching, it is important to understand the current beliefs of pre-service teachers who will soon be present in Australian classrooms.     

外语教师实践性知识研究综述

随着教师实践性知识的相关研究的不断深入,外语教师实践性知识也开始引起研究者的关注。本文简要梳理了国内外关于外语教师实践性知识的相关研究,为今后的研究提供参考。     

Comparative study of teaching content in teacher education programmes in Canada,Denmark, Finland and Singapore

This article presents the results of a comparative study of the content in selected teacher education programmes for primary and lower secondary teachers in Canada, Denmark, Finland and Singapore. First and foremost, the study is a comparison between teacher education programmes in, on the one hand, Canada, Finland and Singapore, all of which score highly in international comparisons such as PISA and TIMMS, and on the other hand Denmark, which receives average scores, but it also functions as a comparison between all four countries. The study covers the following subjects: pedagogy and mathematics. The study does not offer proof of any clear difference between the Danish teacher education programmes and those found in the top-performing countries. Two main findings are: (1) philosophically based professional knowledge, much of which is normative in character, forms an extensive part of the body of professional knowledge within the Danish teacher education programmes, which is not true of the programmes in the Top-3 countries and (2) the programmes in Canada and Singapore more frequently employ literature combining research-based knowledge with practical guidance and experiences, while the programmes in Denmark and Finland keep these knowledge forms separate.     

Pre-service and in-service teachers’ beliefs about teaching and learning chemistry in Turkey

This paper describes beliefs held about teaching and learning chemistry by Turkish teachers and student-teachers. The study investigated different aspects of pre-service and in-service teachers’ belief structures. Part of the study examined teachers’ overall beliefs, based on participants’ drawings of classroom situations. A qualitative evaluation was employed to offer information on (student-)teachers’ beliefs about classroom organisation, their beliefs about teaching objectives, and their stance on epistemological beliefs. Beliefs ranged from very traditional, teacher-centred ideas to modern, student-centred ones. Data evaluation was triangulated using a quantitative approach, which focused on whether beliefs were characterised by either teacher-centredness or learner-centredness. Additionally, a Likert questionnaire was used to evaluate the educators` beliefs about the nature of good education. The results for the group of participants are presented and compared. Implications for chemistry teacher education in Turkey will also be addressed.     

The role of a professional learning community in teacher change: a perspective from beliefs and practices

This longitudinal study aimed to examine the role of a professional learning community (PLC) in changing teachers’ beliefs and practices. Teachers of a Chinese department in a Hong Kong secondary school were interviewed and observed. The findings indicate that the features of a PLC-facilitating teacher change are development of a coherent structure, a collaborative culture, and effective learning activities. These help teachers to overcome initial difficulties and induce their motivation for transformation. Teacher change in five dimensions (curriculum, teaching, learning, roles of teachers, and learning to teach) and three patterns (change in practice but not in belief, change in belief but not in practice, change in practice and belief) were detected. It is argued that cultivating an effective PLC is significant to teacher development.     

Supporting the Construction of Teacher’s Practical Knowledge Through Different Interactive Formats of Oral Reflection and Written Reflection

The relevance of initial teacher education is a widely recognised concern. Researchers are striving to find innovative pedagogies that would better prepare student teachers for actual day-to-day teaching. In this study, a guided reflection procedure is presented that aimed to support student teachers in constructing practical knowledge and linking this with research-generated knowledge. In all, 21 student teachers at an Estonian university participated in the guided reflection procedure. Their lessons were video recorded, two meaningful events (one empowering and one challenging) selected, and oral (alone or with a peer or supervisor) and written reflections carried out. Differences between students’ practical knowledge as presented in (1) oral and written reflections and (2) in three oral reflection conditions were investigated. Results indicated that the procedure supports the construction of different types of practical knowledge. Moreover, the practical knowledge gained could be more easily transferred to other situations when the oral reflection was carried out with a peer or supervisor.     

反思性教学:教师发展的有效途径

近年来,教师教育开始从单纯对教学方法的探讨与研究转向对教师专业化发展的研究。在这一研究中,反思性教学已成为教师教育所关注的核心问题。因此,研究反思教学及其特点,分析师生问在反思过程中的互动关系,思考开展反思教学途径和方法,是对促进教师专业化发展有重要意义。     

Improving teaching self-efficacy for teachers in inclusive classrooms in Hong Kong

This study investigated changes in teacher self-efficacy for inclusive practice using a mixed method research design. Participants were 417 in-service teachers in Hong Kong taking a 1-week basic teacher-training course about inclusive education. Data were collected pre and post participation in the course using the Teacher Efficacy for Inclusive Practices Scale (TEIP). A series of five in-depth focus-group interviews provided greater clarification of the perceptions and efficacy issues of teachers. The best predictors to participants’ teaching self-efficacy were confidence in teaching students with special education needs (SEN) and knowledge of legislation and policies for inclusive practice. From the focus-groups, results demonstrated a more positive attitude change towards students with SEN with a number of essential factors emerging as highly beneficial for inclusive teaching in Hong Kong (i.e. caring and love, school environment and curriculum adaption). The discussion considers the role of short training programmes as an appropriate means to improving self-efficacy for teaching within inclusive classrooms in Hong Kong.     

Investigation of chemistry graduate teaching assistants' teacher knowledge and teacher identity

Graduate students play an integral role in undergraduate chemistry education at doctoral granting institutions where they routinely serve as instructors of laboratories and supplementary discussion sessions. Simultaneously, graduate teaching assistants (GTAs) balance major research and academic responsibilities. Although GTAs have substantial instructional facetime with large numbers of undergraduate students, little is known about their conceptions of teaching or their identities as teachers. To investigate the knowledge that GTAs have regarding teaching in this unique context, their teaching identities, and how these developed, we conducted 22 interviews with graduate students from several universities at various levels in their graduate school career using a modified Teacher Beliefs Interview. Interviews were analyzed for two overarching teacher learning constructs: teacher knowledge and teacher identity. We characterized chemistry GTAs' teacher knowledge and identity and determined major influencing factors. We found that chemistry GTAs often identified as a tutor or lab manager, which hindered their self-investment in developing as teachers. The results presented herein contribute to an understanding of GTAs' teacher knowledge, teacher identity, and their teaching context, from which training can be designed to best support GTA development.     

Student teachers’ patterns of reflection in the context of teaching practice

This study clarifies the basic structure of student teachers’ reflective thinking. It presents a constructivist account of teacher knowledge through a detailed analysis of various patterns of reflection in student teacher portfolios. We aim to gain a greater understanding of the process and outcomes of portfolio writing in the context of teaching practice. By closely analysing portfolio texts, we defined six main starting points for reflective episodes and several patterns under each of them. Also, the patterns of reflective episodes were analysed according to their deductive and inductive dimensions, together with their static and dynamic features. According to our results, it is possible that student teachers can reflect beyond solely practical issues on teaching, articulate multiple concerns about practice and elaborate them in an integrative manner as well as learn both from theory and from practice as a result of reflection for their future profession.