评估教师在课堂评估中的教学内容知识:马来西亚Selangor中学中小学教师的案例研究
Rafiza Abdul Razak1, Shahazwan Mat Yusoff1, Chin Hai Leng1
1Department of Curriculum & Instructional Technology, Universiti Malaya, Kuala Lumpur, Malaysia.
PloS one
|December 29, 2023
概括
教师的教学内容知识 (PCK) 与马来西亚中学的课堂评估 (CBA) 实践有积极的关系. 通过专业发展增强PCK对于有效的CBA和改善学生学习成果至关重要.
科学领域:
- 教育教育教育教育教育教育.
- 课程研究 课程研究
- 教师专业发展教师专业发展
背景情况:
- 2013-2025年的马来西亚教育蓝图 (PPPM) 要求在KSSR和KSSM进行改革,强调基于课堂的评估 (CBA).
- 有效的CBA依赖于具有强大的教学内容知识 (PCK) 的教师来准确评估学生的进步,并为教学提供信息.
- 了解PCK和CBA之间的联系对于改善马来西亚的英语作为第二语言 (ESL) 教育至关重要.
研究的目的:
- 研究教学内容知识 (PCK) 和基于课堂的评估 (CBA) 实践之间的关系.
- 检查马来西亚塞兰戈尔的中学教师以英语为第二语言 (ESL) 之间的这种关系.
主要方法:
- 这项定量研究涉及来自塞兰戈尔27所学校的338名ESL中学教师.
- 数据采集使用5点利克特量级问卷.
- 基于共差的结构方程建模 (SEM) 用于数据分析.
主要成果:
- 教师表现出高水平的PCK,内容知识 (CK) 最高,其次是教学知识 (PK) 和PCK.
- 在教师中,基于课堂的评估 (CBA) 实践也被发现很高.
- SEM显示PK和CBA之间,PCK和CBA之间存在正相关性,但CK和CBA之间没有.
结论:
- 教学知识 (PK) 和教学内容知识 (PCK) 与有效的课堂评估 (CBA) 实践有积极的关联.
- 内容知识 (CK) 单独并没有显示出与CBA实践的积极关联.
- 建议专注于PCK和CBA的持续专业发展,以提高马来西亚ESL中学教师能力和学生学习成果.
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