利用 "最显著变化 "技术评估准教师在教学实习期间的教学能力和心理情感发展情况

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Marios Koukounaras-Liagkis, E. Karavas, Manolis Papaioannou
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引用次数: 0

摘要

本文采用 "最显著变化 "叙事调查技术,介绍了教学实践对学生教师教学能力和心理情感发展的影响的实证研究结果。研究采用定性研究方法,在 2021-2022 学年期间分两个阶段(1 月和 5 月)进行,雅典国立卡波迪斯特里亚大学(NKUA)神学系的 73 名学生教师在指导教学实践期间参与了研究。收集了学生教师的叙述,并使用最重要变化技术进行了分析(Davies 和 Dart,2005 年)。结果表明,在导师指导下的教学实践课程对学生教师的教学能力有直接和积极的影响。导师似乎也对学生教师的心理情感发展产生了积极影响。该研究还证实了最显著变化叙事技术在调查相关教育干预措施效果方面的可靠性。原创性/价值该研究通过实证验证了最显著变化调查叙事技术在评估有经验的指导教师指导下的教学实践对学生教师专业发展的影响方面的实用性和潜力。研究结果对教师实践计划的设计和评估也有启示意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Using the “most significant change” technique to evaluate the teaching competence and psycho-emotional development of prospective teachers during the teaching practicum
PurposeThis paper presents the results of empirical research on the effects of teaching practice on student teachers’ teaching competence and psycho-emotional development using the “most significant change” narrative investigative technique.Design/methodology/approachFollowing a qualitative research approach, the study was conducted during the academic year 2021–2022 in two phases (January and May) with the participation of 73 student teachers of the Department of Theology at the National and Kapodistrian University of Athens (NKUA) during their mentored teaching practice. Student teachers’ narratives were collected and analysed using the most significant change technique (Davies and Dart, 2005). Content analysis was conducted with the contribution of seven independent judges.FindingsThe results indicate that the Teaching Practice course with the guidance of mentors has a direct and positive effect on student teachers’ teaching competence. Mentors also seem to have a positive effect on student teachers’ psycho-emotional development. The research also confirms the reliability of the most significant change narrative technique for investigating the effect of related educational interventions.Originality/valueThe study empirically validates the usefulness and potential of the investigative narrative most significant change technique for evaluating the effects of teaching practice on student teachers’ professional development with the guidance of experienced mentor teachers. The results of the study also have implications for the design and evaluation of teacher practice programmes.
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来源期刊
CiteScore
2.90
自引率
33.30%
发文量
19
期刊介绍: The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research, theoretical accounts and emerging issues of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides global insights and critical accounts of how mentoring and coaching are evolving on a global platform evidencing their situated nature and generic characteristics. This unique journal highlights what is recognised as effective and less effective practice in specific contexts, as well as demonstrating why this is so and discussing possible transferability to other contexts. Coverage includes, but is not limited to: Pre-service teacher education, New teacher induction and early professional learning, Teachers’ CPD provision, Educational technology provision, Educational leadership, Pre-school education and care, School/FE and HE education, Undergraduate student tuition, Postgraduate student tuition, Educational consultancy services, Children’s support services, Adult learning services.
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