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61.
62.
Annals of Dyslexia - 相似文献
63.
A study was performed to describe and analyze the conceptions about teaching and learning science held by different samples of teachers in Spain. The responses of 265 teachers (107 prospective teachers and 158 active teachers) to items from the Inventory of Scientific and Pedagogical Beliefs (Porlán, 1989) were subjected to multifactorial analysis. The results showed various tendencies in how the teaching/learning process is viewed, ranging from a predominant view based on the transmission-reception of knowledge to a minority constructivist view. There was a greater diversity of viewpoints among the in-service teachers than among the prospective teachers. In both samples, the most representative tendency was learning as appropriation of meanings, followed by a technical view of teaching among the prospective teachers and a more traditional view among the in-service teachers. Finally, some implications for teacher education are discussed. 相似文献
64.
Lisa Gaikhorst Virginie Mrz Rosa du Pr Femke Geijsel 《European Journal of Education》2019,54(4):605-620
Research has increasingly shown that school principals exercised a significant role in teacher professional development (TPD). Nevertheless, the insights into the particular influence they exert in this process and how it is exercised still need to be developed. This article focuses on what school principals consider important working conditions for TDP and which leadership practices they use to realise these conditions in their schools. Using a multiple case study design, including 20 semi‐strcutured interviews with primary school principals, the findings show that they consider both structural (sufficient time and evaluation of TDP interventions) and cultural (an open work climate and collaboration) conditions to be important for TDP. Additionally, school principals emphasise the significance of teachers’ learning attitudes, differentiation in professionnalisation efforts and knowledge sharing in their schools. Furthermore, the results highlight that they have trouble in realising these working conditions, especially those for internal learning activities (such as an open work climate). Based on the results, recommendations are made for further research and policy makers concerning the preparation and support that principals need to realise (internal) TDP in their schools. 相似文献
65.
Irina Rosa Kumschick Valentina Piwowar Diemut Ophardt Victoria Barth Katharina Krysmanski Felicitas Thiel 《Zeitschrift für Erziehungswissenschaft》2017,20(1):93-113
The following study aims to explore whether a video- and problem-based learning (PBL) environment can be improved using cognitive tools. Our hypothesis is that direct instructions in a PBL setting enhance pre-service teachers’ learning outcomes in classroom management. To answer this research question, we implemented a pre-post-design within which we assigned 237 master students to two learning environments: Classic problem-based learning (PBL), where students acquired central theoretical concepts and empirical findings on dealing with disruptions in groups (n = 113) or instructed problem-based learning (I-PBL), where students received extensive theoretical instructions (n = 124) during the first two seminar sessions. In the framework of a longitudinal self-report assessment we found that (1) teacher self-efficacy in the subscales “student engagement”, “instruction” and “classroom management competencies” increased in students of both groups. The highest increase was found in classroom management competencies. (2) In the evaluation with an objective measure students participating in the I?PBL group showed greater knowledge than students in the PBL group (multiple-choice test), and (3) regarding motivational processes students in the PBL group reported a higher degree of identification than students in the I?PBL group. 相似文献
66.
Jesús Estepa Gimnez Rosa María vila Ruiz Mario Ferreras Listn 《Teaching and Teacher Education》2008,24(8):2095-2107
This study describes and analyses the conceptions of primary teachers and secondary teachers of Physics–Chemistry, Biology–Geology and Geography–History with respect to the concept of heritage and its teaching and learning, taking the model of teacher-researcher as the theoretical referent. The data collection instrument used was a questionnaire, designed on the basis of categories that in turn were used for the analysis of the resulting data. The results show a high degree of homogeneity in pedagogic content knowledge, in contrast to the heterogeneity of the conceptions with respect to purely content knowledge. 相似文献
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We present the theoretical framework, the central issues, bibliographic antecedents, and most relevant results of three studies concerning Spanish teachers' epistemological and scientific conceptions. The samples analysed present a majority tendency towards an absolutist view of knowledge and an empiricist conception of science. In our view, this represents a real obstacle to constructive and active professional development. Finally, we argue the need for an epistemological education of teachers that is closely linked to the design and development of the school curriculum, and that does not reproduce the traditional academicist-type models. 相似文献
69.
Butler-Barnes Sheretta T. Lea Charles H. Leath Seanna Colin Rosa 《The Urban Review》2019,51(2):149-176
The Urban Review - A plethora of research on voluntary school choice programs and the impact on student’s outcomes have been documented. However, lacking are the experiences of students of... 相似文献
70.
Rosa Hettmannsperger Andreas Mueller Jochen Scheid Wolfgang Schnotz 《Zeitschrift für Erziehungswissenschaft》2016,19(1):235-255
A particular difficulty in physics learning is the fact that pupils’ “intuitive” concepts are often resistant to instruction. This article reports empirical results from two related studies within an interdisciplinary project of physics education and educational psychology in ray optics. Two different kinds of treatment groups (TG A and TG B), both targeted at widespread pupils’ intuitive concepts (N?=?511), were compared with the results of a control group (CG C) learning with conventional tasks (N?=?218) provided by a related study II. Pupils in TG A) of study I worked on cognitively activating tasks related to widespread intuitive concepts in ray optics explicitly requiring them to deal with multiple representations. Pupils in the TG B) of study I worked on the same intuitive concepts, but without the cognitively activating representational component. TG A) and B) were compared with each other and with CG C) learning with conventional tasks. The results indicated that tasks addressing widespread intuitive pupils’ concepts improved conceptual understanding significantly more than conventional tasks. There was evidence of a significant intermediate effect showing medium-term stability. 相似文献