基于视频的课堂见解:在教师的专业能力和学生在自我调节学习技能的背景下,促进自我调节的学习
Amina Rosenthal1, Carmen Nadja Hirt1, Tabea Daria Eberli1
1Institute of Education, University of Zurich, Kantonsschulstrasse 3, 8001 Zurich, Switzerland.
概括
教师经常努力培养自我调节学习 (SRL) 技能. 这项研究发现,教师主要是隐性地促进SRL,教师能力,推广策略和学生SRL结果之间存在较弱的联系.
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
- 学习科学 学习科学
背景情况:
- 自律学习 (SRL) 是一个关键的教育目标.
- 教师在有效地促进学生的SRL技能方面面临挑战.
- 教师培养SRL的能力存在变化,影响学生的受益.
研究的目的:
- 调查教师如何促进自我调节学习 (SRL).
- 检查教师的专业能力与他们推广SRL之间的关系.
- 评估教师推广SRL和学生SRL技能之间的关联.
主要方法:
- 数据来自54名教师和823名初中生.
- 利用在线问卷,知识测试和视频记录进行分析.
- 视频分析的重点是教师暗示推广SRL,元认知策略和学习环境设计.
主要成果:
- 教师主要隐性地培养SRL,专注于元认知策略和学生支持.
- 在教师的专业能力和他们推广SRL之间发现了很少的显著相关性.
- 教师对SRL的推广和学生实际的SRL技能之间没有明确的相关性模式.
结论:
- 教师推广SRL的隐性方法可能不会始终转化为改善学生的SRL.
- 在SRL中教师专业发展与学生成果之间的联系需要进一步调查.
- 未来的研究应该探索教师和学生SRL关系的细微差别.
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