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題名 | Teacher Change during Induction: Development of Beginning Primary Teachers’ Knowledge, Beliefs and Performance |
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作者姓名(外文) | Blömeke, Sigrid; Hoth, Jessica; Döhrmann, Martina; Busse, Andreas; Kaiser, Gabriele; König, Johannes; Martina, Döhrmann; Johannes, König; Jessica, Hoth; Sigrid, Blömeke; Gabriele, Kaiser; Andreas, Busse; | 書刊名 | International Journal of Science and Mathematics Education |
卷期 | 13:2 2015.04[民104.04] |
頁次 | 頁287-308 |
專輯 | Video-Based Research on Teacher Expertise |
分類號 | 523.352 |
關鍵詞 | Beginning teachers; Content knowledge; Induction; Latent class analysis; Longitudinal study; Noticing; Teacher beliefs; Teacher knowledge; Teacher performance; Video-based assessment; |
語文 | 英文(English) |
英文摘要 | Beginning primary teachers’ knowledge and beliefs were assessed at the end of teacher education and 4 years later. In addition, they reported about their school context and job satisfaction and took a video-based assessment on their perception, interpretation, and decision-making skills. Research questions were (1) whether we have to deal with a “reality shock” in that beginning teachers’ beliefs change to more traditional ones or whether their knowledge decreases, (2) whether the school context in terms of appraisal and a climate of trust influences the knowledge and belief development, and (3) to what extent the beginning teachers’ knowledge and beliefs predict their perception, interpretation, and decision-making skills. Data from 231 German primary teachers in their third year in the profession neither revealed changes of beliefs towards traditional ones nor a substantial loss in knowledge. In contrast, general pedagogical knowledge (GPK) grew significantly and beliefs on the nature of mathematics were more dynamic 3 years after teacher education. Thus, drawbacks are a rare phenomenon in our sample. Those teachers who had perceived a stronger climate of trust revealed higher content knowledge, pedagogical content knowledge and GPK as well as more dynamic beliefs. These teachers also revealed significantly stronger performance-related skills. |
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