促进对研究证据的积极信念:与服务前教师的实用价值干预研究的结果
Maximilian Knogler1, Ricardo Böheim1, Annika Diery1
1School of Social Sciences and Technology, Technical University of Munich (TUM), Munich, Germany.
Frontiers in psychology
|August 22, 2025
概括
这些反思性写作作业可以增强预服务教师对教育研究有用性价值的信念. 与标准教学方法相比,这种干预措施显著提高了学生教师的价值观.
科学领域:
- 教育心理学
- 教师教育
- 基于证据的实践
背景情况:
- 预服务教师往往怀疑教育研究对未来职业的实际意义.
- 实用价值是预期价值理论中的一个概念,对于促进基于证据的教学实践至关重要.
- 目前在教师培训中促进实用价值的方法可能并不完全有效.
研究的目的:
- 调查反思性写作干预措施的附加值,旨在增加预服务教师的研究证据的实用价值.
- 将增强课程设计 (包括反思性写作) 与默认课程设计的有效性进行比较.
主要方法:
- 一个61名第三学期预服务教师的样本参加了一学期的有效教学课程.
- 参与者被随机分配到一个默认的课程设计或一个增强的课程设计,并增加了反思性的写作作业.
- 在三个时间点测量价值感知:学期开始,中期和结束.
主要成果:
- 虽然MANOVA没有显示显著的分组时间相互作用,但随访t测试显示了关键差异.
- 增强课程设计小组表现出价值观的显著增长.
- 默认课程设计组没有显著增加价值感知.
结论:
- 反映性写作任务显示了培养预服务教师对教育研究的积极信念的潜力.
- 这项干预为提高教师教育研究证据的有用性提供了有限但重要的支持.
- 进一步的研究可能会探索优化反思性实践以加强基于证据的教学.
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