国家政策、学校背景和个人特征：哪一个对教师参与入职培训最重要？

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2025-04-14 DOI:10.1016/j.stueduc.2025.101458

Pascale Benoliel , Yan Liu , Wei Liao

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引用次数: 0

摘要

该研究调查了背景变量与教师参与跨国诱导课程之间的关系。该研究使用了经合组织收集的2018年TALIS和2018年PISA数据集。本研究首先采用回归模型，量化了每个国家内分别与教师和学校变化相关的入职计划的方差。然后，采用多层次模型，研究在教师背景、学校背景和国家政策变化三个层面上明确了教师参与入职培训与变量之间的关系。本研究为政策制定、学校领导和教师入职计划的决策提供了依据。

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National policy, school contexts, and individual characteristics: Which matters most for teachers’ participation in induction programs?

The study investigates the associations between contextual variables and teacher participation in induction programs across national boundaries. The study used both the 2018 TALIS and the 2018 PISA datasets collected by the OECD. Adopting regression models first, this study quantified the variance in induction programs that is related to teacher and school variations, respectively, within each country. Then, employing multi-level models, the study specified the association between teacher participation in induction programs and variables at three levels, including teacher backgrounds, school contexts, and national policy variations. This research provides evidence to inform policymaking, school leadership, and decision-making for teacher induction programs.

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.