中学教师的元认知知识和专业发展对他们的默认知识策略的影响
Maria Sofologi1,2,3, Evaggelia Foutsitzi1, Aphrodite Papantoniou1
1Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 451 10 Ioannina, Greece.
Journal of Intelligence
|September 27, 2023
概括
教师的超认知知识和专业发展影响他们的实际教学策略. 具体来说,理解课堂挑战和使用新技术会影响知识的应用.
科学领域:
- 教育心理学教育心理学
- 教师专业发展教师专业发展
背景情况:
- 有效的教学依赖于明确的和默许的知识.
- 超认知知识有助于教师反思和改进他们的实践.
- 专业发展对于提高教师的技能和适应能力至关重要.
研究的目的:
- 研究高中教师的默认知识,专业发展和元认知知识之间的关系.
- 了解关于课堂管理和技术使用的元认知知识与默认知识策略的关系.
- 检查职业发展,特别是社会互动技能对教师的默认知识的影响.
主要方法:
- 一项涉及279名中学教师 (年龄30-59岁,经验1-19年) 的研究.
- 使用高中教师默认知识库 (TKI-HS) 假设场景评估默认知识.
- 通过自我报告问卷评估的元认知知识和专业发展.
- 路径分析用于确定变量之间的关系.
主要成果:
- 关于课堂管理和技术整合的元认知知识与特定的默认知识策略有关.
- 教师的专业发展,特别是与各种社会群体的互动,显著影响了他们的默认知识策略.
- 路径分析揭示了元认知意识,专业成长和实际教学知识的应用之间的相互联系.
结论:
- 超认知意识和持续的专业发展是塑造教师隐性知识和有效教学实践的关键因素.
- 提高教师管理课堂和整合技术的能力,以及培养社会互动技能,可以改善他们的战略教学方法.
- 该研究强调了一种整体教师培训方法的重要性,该方法整合了元认知技能和专业成长,以优化默认知识的利用.
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