一个以原则为基础的专业发展计划在促进教师在小学数学课堂上高层次谈话的有效性
Noa Brandel1,2, Merit Deri1,3, Ronnie Karsenty4
1Department of Theoretical and Applied Linguistics, University of Cambridge, Cambridge, UK.
The British journal of educational psychology
|August 16, 2025
概括
一个专业发展计划改善了小学数学课堂教师的问责演讲 (AT). 经验丰富的教师在AT质量方面显示出更持久的收益,提高了学生的学习和数学推理.
科学领域:
- 教育教育教育教育教育教育.
- 数学教育教育 数学教育
- 教师专业发展教师专业发展
背景情况:
- 研究基于原则的专业发展计划对教师在小学数学讲座上的影响.
- 专注于通过真实事件,长期持续时间和视频讨论来实施负责任的谈话 (AT).
研究的目的:
- 评估专业发展计划在提高教师问责谈话 (AT) 的有效性.
- 分析随着时间的推移,教师的AT质量在宏观和微观层面的变化.
- 了解AT动作如何影响讨论质量和学生学习.
主要方法:
- 分析了八名教师在三个时间点 (课程前,课程期间和课后) 进行的课堂演讲.
- 总体教师讲话质量的宏观分析和特定的AT动作的微观分析.
- 评估教师对学习者和数学知识的问责.
主要成果:
- 总体上提高教师的AT质量,特别是对具有数学背景的更有经验的教师.
- 显著提高教师对学习者社区和数学推理的问责制.
- 教师的认知需求和AT质量之间的正相关性.
结论:
- 专业发展计划总体上提高了教师的讲话质量.
- 改进的差异表明分析工具的敏感性和实践变化的性质.
- 经验丰富的教师表明,从AT计划中获得更持久的好处.
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