纵观全局从社会心理学角度探究学前教师采用以儿童为中心的教学方法的意向预测因素

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-09-26 DOI:10.1016/j.tate.2024.104796

Hasan Dilek

{"title":"纵观全局从社会心理学角度探究学前教师采用以儿童为中心的教学方法的意向预测因素","authors":"Hasan Dilek","doi":"10.1016/j.tate.2024.104796","DOIUrl":null,"url":null,"abstract":"<div><div>This study was aimed to explore the determinants influencing teachers' intentions towards child-centred approach within an overarching model. An analytical process incorporating a structural equation model and multiple-indicators-multiple-cases procedure indicated that attitudes do not significantly impact teachers' intentions and indicated that external factors, such as social pressures play a more substantial role in shaping their intentions. Moreover, personal and situational factors affect teachers’ self-efficacy and intentions. This study enriches the existing literature by illuminating the significance of social pressure and self-efficacy in shaping teachers' intentions towards child-centred approach. These findings bear critical implications for school directors, policymakers, and professional development programs.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104796"},"PeriodicalIF":4.0000,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Seeing the whole picture: Exploring the predictors of preschool teachers' intentions toward child-centred approach from a socio-psychological perspective\",\"authors\":\"Hasan Dilek\",\"doi\":\"10.1016/j.tate.2024.104796\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>This study was aimed to explore the determinants influencing teachers' intentions towards child-centred approach within an overarching model. An analytical process incorporating a structural equation model and multiple-indicators-multiple-cases procedure indicated that attitudes do not significantly impact teachers' intentions and indicated that external factors, such as social pressures play a more substantial role in shaping their intentions. Moreover, personal and situational factors affect teachers’ self-efficacy and intentions. This study enriches the existing literature by illuminating the significance of social pressure and self-efficacy in shaping teachers' intentions towards child-centred approach. These findings bear critical implications for school directors, policymakers, and professional development programs.</div></div>\",\"PeriodicalId\":48430,\"journal\":{\"name\":\"Teaching and Teacher Education\",\"volume\":\"152 \",\"pages\":\"Article 104796\"},\"PeriodicalIF\":4.0000,\"publicationDate\":\"2024-09-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching and Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0742051X24003299\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24003299","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

本研究的目的是在一个总体模型中探讨影响教师采用 "以儿童为中心的方法 "意向的决定因素。结合结构方程模型和多指标-多案例程序的分析过程表明，态度对教师的意向影响不大，而社会压力等外部因素对教师意向的形成起着更为重要的作用。此外，个人和情境因素也会影响教师的自我效能感和意向。本研究阐明了社会压力和自我效能感在影响教师对 "以儿童为中心的教育方法 "的意向方面的重要作用，从而丰富了现有文献。这些发现对学校领导、政策制定者和专业发展项目具有重要意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Seeing the whole picture: Exploring the predictors of preschool teachers' intentions toward child-centred approach from a socio-psychological perspective

This study was aimed to explore the determinants influencing teachers' intentions towards child-centred approach within an overarching model. An analytical process incorporating a structural equation model and multiple-indicators-multiple-cases procedure indicated that attitudes do not significantly impact teachers' intentions and indicated that external factors, such as social pressures play a more substantial role in shaping their intentions. Moreover, personal and situational factors affect teachers’ self-efficacy and intentions. This study enriches the existing literature by illuminating the significance of social pressure and self-efficacy in shaping teachers' intentions towards child-centred approach. These findings bear critical implications for school directors, policymakers, and professional development programs.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.