在教师培训中研究反思性写作的混合方法研究
Michaela Gläser-Zikuda1, Chengming Zhang1, Florian Hofmann1
1Institute for Educational Science, University of Erlangen-Nürnberg, Erlangen, Germany.
Frontiers in psychology
|October 24, 2024
概括
本研究探讨了分析预服务教师的混合方法研究.
科学领域:
- 教育心理学教育心理学
- 教师教育研究 教师教育研究
- 混合方法 研究 研究 研究 混合方法
背景情况:
- 反思性写作对于预服务教师的专业发展至关重要.
- 现有的关于教师教育中反思性写作的研究采用了各种方法.
- 需要强大的分析框架来评估反思性写作质量.
研究的目的:
- 为分析反思性写作提出理论框架.
- 审查反思性写作研究中的方法方法.
- 为了说明一个并发的混合方法方法,结合定性内容和语言分析.
主要方法:
- 对198篇服务前教师反思性文章的定性内容分析.
- 对情感和认知术语的计算语言分析.
- 同时混合方法设计,整合两种方法.
主要成果:
- 反思性的著作主要是描述性的,反思程度较低.
- 影响力和认知术语的使用在反射水平上有显著差异.
- 更高频率的情感/认知术语与更深层次的反思相关.
结论:
- 混合方法研究为反思性写作质量提供了有价值的见解.
- 计算语言学可以客观地测量反射深度.
- 建议在教师教育研究中进一步推进混合方法.
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