运用认知诊断指导车间设计：初学数学教师对话教学知识检测的初步研究

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-05-07 DOI:10.1016/j.tate.2025.105059

Ying Zhang , Yi Jin , Na Li , Bo Li , Gaowei Chen

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引用次数: 0

摘要

教师知识评估在专业发展项目中很少受到重视。本研究利用认知诊断来指导工作坊设计，并检视初学教师对对话教学知识的差异。本研究以45名中学数学教师为研究对象，他们参加了一个以知识为基础的工作坊。前测和后测表明教师的知识有显著提高。认知诊断分析显示，大约一半的参与教师充分理解了“阐述”、“推理”和“与他人一起思考”的概念。该研究强调了认知诊断作为一种支持教师专业成长的设计策略的潜力。

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Using cognitive diagnosis to guide workshop design: A preliminary study of examining novice mathematics teachers’ knowledge of dialogic teaching

Teacher knowledge assessment has received little attention in professional development programs. This study addresses this gap by utilizing cognitive diagnosis to guide the workshop design and examine the differences in novice teachers' knowledge of dialogic teaching. The study involved 45 Chinese secondary mathematics teachers who participated in a knowledge-based workshop. Pre- and post-tests demonstrated a significant improvement in teachers' knowledge. Cognitive diagnosis analysis revealed that around half of the participating teachers sufficiently comprehended the concepts of “elaborating,” “reasoning,” and “thinking with others.” The study underscores the potential of cognitive diagnosis as a design strategy to support teachers’ professional growth.

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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.