Preparing preservice teachers to make instructional decisions: An examination of data from the teacher work sample

The purpose of this American study was to examine student teachers’ ability to make instructional decisions as they engaged in teaching. We examined the narrative accounts provided by 150 student teachers within their teacher work samples (TWSs). Results indicated that most student teachers were able to implement some aspects of instructional decision making, such as noting a specific difficulty with student learning and making an on-the-spot adjustment in their instruction. However, other elements of instructional decision making were less likely to be implemented. For example, student teachers relied on a limited range of formative assessment strategies and instructional modifications, and very few provided a sound rationale for their choice of modification. These results suggest that novice teachers may benefit from more opportunities to reflect and critique upon authentic learning experiences as they complete their teacher preparation programs. Finally, the TWS appears to represent a viable method for examining the instructional decisions of student teachers.     

Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework

This paper describes our efforts in developing the MAGDAIRE framework (abbreviated from Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) to transform pre-service science teachers’ roles in a teacher education course: moving pre-service teachers from the roles of passive users of technology, as they themselves learn technology integration, into active designers of technology. The results suggested that MAGDAIRE significantly improved the pre-service teachers’ technology competency levels. Moreover, MAGDAIRE facilitated the pre-service teachers’ critical reexamination of the affordances of technology for their teaching practices from the views of subject matter selection, motivation empowerment, information presentation, activity design, and pedagogy transition.     

教师教学设计能力述评

文章围绕什么是教师教学设计能力、教师教学设计能力包含哪些维度、如何科学测评教师教学设计能力与发展教师教学设计能力三个问题,对国内外相关研究进行了梳理与整合,明晰了目前我国对教师教学设计能力认识和实践上的不足,并提出了对教师教学设计能力进一步研究的展望与构想。     

增强教师教学行为有效性的思考——对课堂中常见的教师教学行为的反思

教师的教学行为是关乎教学成败的关键,在课堂教学中,很多被教师频繁使用的、被教师视为有效的教学行为,却并未如教师预期的那样收到良好的教学效果。这就需要我们正确地理解这些教学行为在具体教学情境中的价值,把握住教师教学行为的价值内涵及实现条件,才能真正使教师教学行为发挥出促进教学的推动作用。     

The contributions of teachers’ educational interest and relational goals to instructional quality and student interest in mathematics classrooms

This longitudinal study examined the relative importance of two key facets of mathematics teachers’ motivation (educational interest, relational goals) for student-reported instructional quality (cognitive activation, social relatedness, relevance support, rule clarity) and student mathematics interest. The sample comprised 50 mathematics teachers and their students (n = 959) from 30 secondary schools. There were three waves of data collection: at the beginning of the ninth grade (Time 1), at the beginning of the tenth grade (Time 2), and in the middle of the tenth grade (Time 3). Teacher motivation was assessed using both self-assessments and student reports, the remaining variables were based only on student reports. Multilevel structural equation analyses revealed for teachers’ Time 1 self-reported educational interest significant class-level effects on Time 2 instructional practices (i.e., cognitive activation and relevance support). The hypothesized effect of teachers’ Time 1 relational goals on Time 2 social relatedness was found to be significant only at the individual student level. In contrast, at the class level, only teachers’ Time 1 self-reported educational interest contributed significantly and indirectly to Time 3 student mathematics interest via Time 2 cognitive activation. In addition, we observed a cross-level indirect effect of Time 1 teachers’ class-level self-reported educational interest on Time 3 student-level mathematics interest mediated by Time 2 student-level relevance support. Overall, the results contribute to research aimed at identifying and comparing the unique effects of teacher motivation facets on instructional practices and student outcomes.     

面向技术时代的教学设计与教师专业发展

从技术理性与教师主体性行为的角度可以看出整学设计的发展经历了规定性、权威性、参与性、使用性四个阶段。新技术时代,教学设计与技术、教师及其专业发展之间相互影响,教学设计可以促进教师专业发展。当前我国教师专业发展在理论研究方面缺乏技术视角、在发展模式上内涵发展不足,新媒体技术时代教学设计是促进教师专业发展的重要途径,教师及教育管理部门应积极推动教师专业的发展。     

Doing justice to inclusion: a response to John Wilson

This study explored mainstream education teachers' perceptions of instructional adaptations in inclusive classrooms and its feasibility, effectiveness, and desirability of implementation. It was of particular interest to know how teachers of different grade levels would respond to such adaptations. Kindergarten (n = 16), elementary (n = 34), secondary (n = 26) and high school (n = 13) teachers rated the feasibility, effectiveness and desirability of 29 items on the Teaching Adaptation Scale. Results indicated a moderate teacher acceptance of instructional adaptations. Additionally, statistically significant differences between grade grouping (high school vs compulsory grades) surfaced. Findings are discussed in the light of needs of professional practice and significant reforms to improve curriculum preparation programmes.     

Integrating teacher education effectiveness research into educational effectiveness models

The purpose of this article is to review and to connect research about teacher education effectiveness and school effectiveness to arrive at an integrative conceptualization that has the potential of improving empirical research in both fields. Teacher education effectiveness addresses effects of teacher education on outcomes such as teacher knowledge, this knowledge becomes the predictor in teacher effectiveness research with instructional quality and student achievement as outcomes. The two research orientations become united in path-analytic studies. A fuller incorporation leads to an extended educational effectiveness model that enriches a systemic interpretation of key levers of educational effectiveness and opens up black boxes at the system and the classroom level. In such a comprehensive model, teacher policies can be regarded an alternative for educational improvement strategies like school curriculum policies, accountability and evaluation or governance and management. At the same time insights from educational effectiveness research at large suggest inclusion of additional variables in teacher education and teacher effectiveness research, particularly on the institutional level.     

教师体验式培训中游戏的教学设计及案例研究

近年来,以互动体验、交流分享作为主要培训手段的体验式培训已渐成为师资培训的一个亮点,越来越多的学校将其作为教师入职培训、整合校园文化、激发教师潜能、建设学习团队的必要培训。文章首先介绍了体验式培训及其理论基础,然后结合迪克与凯里的教学系统化设计模型,探讨了教师体验式培训中游戏的教学设计方法,最后介绍一个教师心理健康与素质体验式培训案例,以期能为学校实施师资培训时提供有益的参考。     

Impact of teacher competencies on student emotions: A multi-method approach

As a consequence of international educational studies like TIMSS and PISA, quality of instruction has become a central topic in the discussion between educators, researchers, and policymakers. Teacher competencies are preconditions for instructional quality.This study focuses on the impact of perceived teacher competencies on student well-being and anxiety in physics instruction. Student emotions are one important aspect of the educational process and supposed preconditions of sustainable learning processes. In the study, we combine both qualitative and quantitative methods using questionnaires and semi-structured interviews. In total, 431 students from 16 classes participated in this study: 24 students and eight physics teachers were participants of the qualitative study. Each teacher taught two classes, and therefore a comparison of the ratings of each teacher by students of two different classes was possible.The results of our study confirm the assumption that perceived teacher competencies have an impact on student emotions. Analysis of the qualitative data supports the quantitative results and demonstrates the importance of teacher competencies for student emotions. By comparing qualitative and quantitative results, we demonstrate the advantages and disadvantages of each method. Consequently, we suggest a combination of qualitative and quantitative methods.     

新手教师的教学设计能力的发展:理念与模型——基于对国外IDNT模型及其思想的引介与解读

如何促进新手教师的教学设计能力的发展,正逐渐成为教学设计领域及教师专业发展领域共同关注的主题。在辨析新手教师与专家教师的绩效差异、影响新手设计能力的关键因素以及现有教学设计模型的基本特征等基础上,可以发现,IDNT模型是一个对新手教师更具实效性、针对性与支持性的教学设计模型,对其进行分析、研究与借鉴是颇具理论价值与实践意义的。     

The influence of teachers’ attitudes and school context on instructional practices in integrated STEM education

This paper uses structural equation modelling (SEM) to examine the influence of teachers' attitudes and school context on reported instructional practices in integrated STEM (Science, Technology, Engineering and Mathematics). Instead of using an overall measure for integrated STEM, five specific characteristics (integration, problem-centered, inquiry-based, design-based, and cooperative learning) are examined to get a more in-depth and nuanced insight into the factors influencing implementation. For each STEM characteristic, teachers’ attitudes are positively linked with instructional practices Moreover, different aspects of school context influence instructional practices either directly or indirectly. Opportunities for ameliorating the implementation of integrated STEM are discussed.     

Expanding the instructional triangle: conceptualizing mathematics teacher development

As mathematics educators think about teaching that promotes students’ opportunities to learn, attention must be given to the conceptualization of the professional development of teachers and those who teach teachers. In this article, we generalize and expand the instructional triangle to consider different interactions in a variety of teacher development contexts. We have done so by addressing issues of language for models of teachers’ professional development at different levels and by providing examples of situations in which these models can be applied. Through the expansion of our understanding and use of the instructional triangle we can further develop the concept of mathematics teacher development.     

Exploring the relationship between teacher enjoyment of mathematics,their attitudes towards student struggle and instructional time amongst early years primary teachers

In this study we explored the relationship between teacher enjoyment of teaching mathematics, their attitudes towards student struggle, and the amount of time teachers spent teaching mathematics. Ninety-eight primary educators were surveyed regarding their attitudes and behaviors towards mathematics instruction. Hierarchical regression analyses revealed that teacher enjoyment of teaching mathematics explained variance in both teacher attitudes towards student struggle and instructional time spent on mathematics, even after relevant educator characteristics were accounted for. Findings suggest that teacher enjoyment of teaching mathematics in the early primary years has important implications for both the quality and quantity of mathematics instruction students receive.     

Classroom observation for evaluating and improving teaching: An international perspective

Teacher evaluation and development policies around the world are undergoing significant reform. Classroom observation often carries a considerable weight in teacher appraisal and improvement systems, and provides the critical formative anchor informing professional development. This study examined a purposively selected sample of sixteen classroom observation systems in six countries, including high performing Singapore and Japan, regional exemplar Chile, the three largest school districts in the United States, and other interesting examples in Australia, Germany and the United States to add diversity to the sample. The study offers an analytic framework for understanding classroom observation systems across contexts, distinguishing conceptual, methodological and policy aspects that shape these systems. The sixteen systems were remarkably consistent in their stated overall purposes, but there was variation in terms of how they operationalized good teaching, the degree of standardization of the observation process, emphasis on validation, and information uses. The paper describes and discusses these characteristics in order to help researchers and policymakers reflect on the available options and take more informed decisions in designing classroom observation for evaluating and improving teaching.     

Prospective teachers’ skills of attending,interpreting and responding to content-specific characteristics of mathematics instruction in classroom videos

This study explores prospective teachers’ skills of attending, interpreting and responding to content-specific characteristics of mathematics instruction in classroom videos. Prospective teachers analyzed the mathematics instruction of two teachers through four video clips and proposed alternative instructional ways to support the teaching and learning of mathematics. The results indicated that as prospective teachers examined the teachers’ instructional practices, they increased their level of attending and interpretation to content-specific aspects of instruction rather than focusing on generic dimensions of the instruction. When they watched and compared different characteristics of teachers’ mathematics instruction, they provided more detailed and mathematical instructional suggestions.     

Instructional Settings in Science for Students with Disabilities: Implications for Teacher Education

Finding appropriate instructional settings in science for students with disabilities is challenging, and the range of services or placements used is currently unknown. This study identifies administrative structures, instructional settings, and special/general education teacher roles in teaching science to students with disabilities. A phone survey was conducted with special education coordinators of fifth graders in 137 districts in Texas. Survey data indicated that while nearly all districts reported special education settings for the instruction of science for students with disabilities, some districts provided only general education settings. Theoretical and practical implications for teacher preparation are discussed.     

Achievement goals for teaching and teachers’ reference norms: Relations with instructional practices

This study is connected to recent research that introduced achievement goal theory as a framework for research on teacher motivation. We aimed at investigating teachers’ goals’ indirect effects on their instructional practices through their reference norms. Drawing on a sample of 206 teachers, structural equation modeling revealed that mastery orientation was connected to more adaptive forms of reference norms and instruction, whereas less adaptive patterns were recorded for ability-approach orientation, ability-avoidance orientation, and work avoidance. Thus, school should not only focus on the enhancement of students’ mastery goals but also on fostering teachers’ mastery goals.     

Antecedents and consequences of teachers’ goal profiles in Australia and Israel

Studies drawing on Butler’s (2012) Goal Orientations for Teaching framework show mastery and relational goals are beneficial, ability-avoidance maladaptive and inconsistent effects for ability-approach. We adopt a person-centered approach to discern the extent to which teachers pursue different goal combinations. In two studies of mid-career primary and secondary teachers (Ns = 476 Australian, 507 Israeli) we assessed via self-report surveys: teachers' achievement goals, initial motivations to teach, school contexts, professional engagement and instructional practices. Latent profile analyses distinguished four goal combinations per sample. In both, mastery and relational goals covaried as ‘task’ goals. Profiles with stronger ability than task goals were maladaptive for teachers and teaching, and in the Australian sample linked with poor initial ‘fallback’ career motivation. Profiles with stronger task than ability goals were most adaptive, and linked to more positive school climate. Implications are outlined for theory and practice.