“好”教学的挑战与取舍:追求多元教育成果

IF 3.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
David Blazar, Cynthia Pollard
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引用次数: 4

摘要

对多种教育成果的追求使教学成为一项复杂的工艺,受到潜在冲突和相互竞争的承诺的影响。使用一个数据集,其中教师被随机分配到与视频课程配对的班级,我们记录并分析了这种权衡。擅长提高学生数学考试成绩的小学高年级教师在提高学生的课堂参与度方面往往不太成功(反之亦然)。此外,提高考试成绩的教学实践(例如,要求认知的内容)可能同时降低参与度。与此同时,配对的定量和定性分析揭示了支持这两种结果的两个实践领域:具有动手参与机会的活跃数学、物理运动和同伴互动;建立日常活动和程序,积极组织课堂活动。除了指导以实践为基础的教师教育外,我们的顺序、解释性混合方法分析可以作为严格研究和确定促进学生多维发展的“好”教学维度的模型。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Challenges and Tradeoffs of “Good” Teaching: The Pursuit of Multiple Educational Outcomes
The pursuit of multiple educational outcomes makes teaching a complex craft subject to potential conflicts and competing commitments. Using a data set in which teachers were randomly assigned to classes paired with videotaped lessons, we both document and unpack such a tradeoff. Upper-elementary teachers who excel at raising students’ math test scores often are less successful at improving student-reported engagement in class (and vice versa). Furthermore, teaching practices that improve test scores (e.g., cognitively demanding content) can simultaneously decrease engagement. At the same time, paired quantitative and qualitative analyses reveal two areas of practice that support both outcomes: active mathematics with opportunities for hands-on participation, physical movement, and peer interaction; and established routines and procedures to proactively organize the classroom. In addition to guiding practice-based teacher education, our sequential, explanatory mixed-methods analysis can serve as a model for rigorously studying and identifying dimensions of “good” teaching that promote multidimensional student development.
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来源期刊
Journal of Teacher Education
Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.90
自引率
7.70%
发文量
0
期刊介绍: The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).
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