在课堂模拟上的表现提高了服务教师在教学中的动力:隐藏的变化视角
Hui Wang1, Sophie Thompson-Lee2, Robert M Klassen2
1The Education University of Hong Kong, Tai Po, Hong Kong.
The British journal of educational psychology
|March 5, 2025
概括
课堂模拟对保护服务教师的自我效能和与教学职业相适应的感知有积极的影响. 重复的模拟提高了教学自我效能,这表明教师教育计划的实际好处.
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
- 专业发展专业发展
背景情况:
- 预服务教师的动机至关重要,但在培训期间会发生波动.
- 有限的研究存在于与模拟性能相关的动机变化.
- 了解这些动态是有效准备教师的关键.
研究的目的:
- 调查课堂模拟中的表现如何预测教师动机的变化.
- 检查对自我效能,职业意图和感知到的专业适应性的影响.
- 为了控制基线动机水平和人口因素.
主要方法:
- 使用潜变结构方程建模.
- 1411名教师参加了为期四年的本科课程.
- 三个间隔的课堂模拟课程在3周内进行.
主要成果:
- 模拟性能显著预测了自我效能和个人职业适应性的变化.
- 没有发现对职业意图有重大影响.
- 随着随后的模拟,教学自我效率的增长增加了;年龄和性别也影响了动机.
结论:
- 定期,重复的教学模拟可以有效地提高教师的动力.
- 基于模拟的培训提供了一种实用的方法,可以增强教师的信心和承诺.
- 这些发现支持将模拟纳入教师教育课程.
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