数理教师对教学影响因素的认知与职业认同

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Problems of Education in the 21st Century Pub Date : 2023-06-19 DOI:10.33225/pec/23.81.303

Abdullah K. Ambusaidi, Khoula Z. Alhosni

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引用次数: 0

摘要

专业认同对教师对自己不同角色的理解以及如何履行这些角色的理解有显著的影响。本研究旨在从教学效能感、教学专业和教学情境三个维度探讨数理科教师对教师专业认同影响因素的认知。5至12年级的数学和科学教师(N = 395)参与了这项研究。为了达到研究目的，我们通过问卷调查来收集影响教师专业认同的因素。教师对教师专业认同影响因素认知的定量数据显示，教学效能维度排名最高，教学情境维度排名第二，教师专业维度排名第三。教师的认知主要受三个因素的影响:教学经验、性别和学校位置。教师对问卷开放式问题的回答突出了一些与教师可获得的专业发展项目质量有关的问题。关键词:教学专业认同;数学教师;科学教师

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MATHEMATICS AND SCIENCE TEACHERS’ PERCEPTIONS OF THE FACTORS INFLUENCING TEACHING AND PROFESSIONAL IDENTITY

Professional identity has a significant impact on teachers' interpretation of their different roles and their understanding of how to perform these roles. This study aimed to explore mathematics and science teachers’ perceptions of the factors influencing their teacher professional identity within three dimensions: teaching efficacy, teaching profession, and teaching context. Mathematics and science teachers (N = 395) who were teaching in grades 5 to 12 participated in the study. To address the research aims, we administered a questionnaire to gather information on the factors influencing teacher professional identity. The quantitative data on the teachers’ perceptions of the factors influencing their teacher professional identity showed that the teaching efficacy dimension ranked the highest, the teaching context dimension ranked second and the teaching profession dimension third. The teachers’ perceptions were largely influenced by three main factors: years of teaching experience, gender, and school location. The teachers’ responses to the questionnaire’s open-ended questions highlighted some issues related to the quality of the professional development programs available to teachers. Keywords: teaching professional identity, math teachers & science teachers

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来源期刊

Problems of Education in the 21st Century EDUCATION & EDUCATIONAL RESEARCH-

自引率

14.30%

发文量

期刊介绍： Problems of Education in the 21st Century is an international, periodical scientific journal publishing original research across the whole of education. The journal''s Editorial Board and staff are committed to building PEC into the leading scientific journal in its field by publishing articles of outstanding scientific quality that merit the attention and interest of the whole educational community.