在教育变革的背景下,教练和教师对齐
Ethan P Smith1, Laura M Desimone2
1College of Education, Sport, and Human Sciences, Washington State University Tri-Cities, 2710 Crimson Way, Richland, WA 99354 USA.
Journal of educational change
|June 27, 2025
概括
教学教练和教师对专业学习 (PL) 和课程质量有不同的看法. 教师对PL和课程的看法随着指导而改善,突出了教练的指导.
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
- 教学辅导教练教学教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练教练
背景情况:
- 专业学习 (PL) 计划越来越多地利用教学教练来促进教师学习和教学变化.
- 了解教练和教师对 PL 课程中的互动的看法对于程序改进至关重要.
- 调查这些看法是优化教师专业发展指导的作用的关键.
研究的目的:
- 调查中学数学教师和教练对专业学习 (PL) 和课程材料的看法.
- 检查个性化辅导方法如何影响教师对他们的PL经验的看法.
- 确定教师和教练如何看待他们在PL的协作工作中的差异.
主要方法:
- 从中学数学教师和他们的教学教练那里收集的调查数据.
- 对PL课程质量和嵌入式课程材料的认知分析.
- 检查个性化辅导策略对教师认知的影响.
主要成果:
- 与教师相比,教练们对地区授权的PL和课程的质量表示了更积极的看法.
- 接受教练支持的教师比没有教练的教师更积极地看待他们的学习经验和课程材料.
- 教师对教练质量的看法与他们对PL和课程的看法相关;教练强调课程材料与更负面的教师看法有关.
结论:
- 在教师和教练如何看待他们共同的专业学习经验方面存在显著差异.
- 与教练的感知专业知识和人际关系对于教师对PL和课程的积极看法至关重要.
- 教师和教练之间相互适应的挑战和复杂性在实现所需的教学变化方面是显而易见的.
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