Exploring how institutional structures shape instructional quality: The roles of teacher education, employment, and development in fostering higher-order thinking skills

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity Pub Date : 2025-08-10 DOI:10.1016/j.tsc.2025.101954

Ari Kim

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引用次数: 0

Abstract

The cultivation of higher-order thinking skills is fundamental within the evolving landscape of artificial intelligence–enhanced learning environments. Utilizing data from the 2018 Teaching and Learning International Survey (TALIS), this study examines the impact of institutional factors, including teacher education, employment status, and professional development (PD), on instructional quality targeting higher-order cognitive skills among U.S. teachers. The results reveal that general pedagogical training significantly strengthens instructional practices for higher-order thinking, while an excessive emphasis on subject-specific content knowledge. Moreover, full-time teachers exhibit greater effectiveness than their part-time counterparts in facilitating problem-solving and knowledge transfer. PD consistently has a positive impact on instructional quality, with informal PD showing a strong and reliable effect on improving teaching. The findings emphasize the necessity to re-evaluate teacher education and PD programs that address the quality of instruction for cultivating higher-order thinking skills while leveraging individual teacher strengths.

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探索制度结构如何塑造教学质量：教师教育、就业和发展在培养高阶思维技能中的作用

高阶思维技能的培养是人工智能增强学习环境不断发展的基础。本研究利用2018年教学与学习国际调查（TALIS）的数据，研究了制度因素（包括教师教育、就业状况和专业发展（PD））对美国教师高阶认知技能教学质量的影响。结果表明，普通教学训练显著加强了高阶思维的教学实践，而过度强调特定学科的内容知识。此外，全职教师在促进问题解决和知识转移方面比兼职教师表现出更大的有效性。PD持续对教学质量产生积极影响，其中非正式PD对改善教学表现出强大而可靠的效果。研究结果强调了重新评估教师教育和PD计划的必要性，这些计划在利用教师个人优势的同时，解决了培养高阶思维技能的教学质量问题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

16.20%

发文量

172

审稿时长

76 days

期刊介绍： Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.