摘要
本研究聚焦教师专业发展项目中教师建构主义教学能力培养的效果,并通过三个方面加以分析:教师的建构主义教学能力是否通过专业发展活动得到培养?建构主义教学实践能否提升教师的教学效能感?何种教师专业发展路径适合形成教师的建构主义教学能力?研究者使用上海教师参与TALIS 2013+的数据进行了结构方程模型分析。研究发现,专业发展活动对于教师的建构主义实践和信念的养成具有显著影响;教师教学效能感的确从其建构主义教学实践中获得了提升,但影响有限;教师的建构主义教学实践总体而言先于相关信念的形成,并且从实践到信念的过程受到教学效能感的完全中介作用。研究者提出,教师专业发展项目应以这一路径为基础进行设计,并重视对超越日常经验的"核心实践"的提炼,才能更有效地培养变革性教师。
This research focuses on the effects of training constructivist teaching competency on professional development, and was unfolded in three questions： could constructivist teaching competency be raised through professional development; could constructivist teaching practice enhance instructional efficacy. Which path is fit for raise constructivist beliefs in professional development？Researcher used the data of TALIS 2013, through SEM and found that professional development has a significant effect on constructivist practice and beliefs; Instructional efficacy can be raised through constructivist teaching practice with relatively small effect; Instructional efficacy mediate the process that constructivist practice transferred to beliefs. Researcher propose that professional development should be designed based on this track and focus on core practices so as to cultivate transformative teachers.
出处
《教育发展研究》
CSSCI
北大核心
2017年第18期50-57,共8页
Research in Educational Development
基金
2013上海市教育科学研究市级项目"中小学构建变革意义的机制研究--以学校话语系统为视角"(B13036)的部分成果
关键词
教师专业发展
建构主义教学
教学效能感
TALIS
核心实践
teacher professional development, constructivist beliefs, instructional efficacy, TALIS, core practice
