教师评价、雄心数学教学与数学知识教学:来自早期职业教师的证据

IF 3.5 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal for Research in Mathematics Education Pub Date : 2022-05-01 DOI:10.5951/jresematheduc-2020-0093

Jihyun Kim, K. Frank, Peter A. Youngs, Serena J. Salloum, Kristen N. Bieda

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引用次数: 0

摘要

教师评价政策一直是提高教学质量的政策努力的核心。与此同时，教师教育计划和共同核心州标准都强调了雄心勃勃的数学教学。通过对早期职业教师的观察和调查数据，本研究探讨了教师对教师评价政策的感知压力如何影响他们雄心勃勃的数学教学。我们发现，在教学实践中感受到强烈的教师评价压力的教师，往往会进一步远离制定雄心勃勃的数学教学。此外，对于数学知识水平较高的教师来说，教师评价压力与野心教学之间的负相关关系更强。

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Teacher Evaluation, Ambitious Mathematics Instruction, and Mathematical Knowledge for Teaching: Evidence from Early-Career Teachers

Teacher evaluation policies have been central to policy efforts to enhance teaching quality. At the same time, ambitious mathematics instruction has been emphasized by teacher education programs as well as by the Common Core State Standards. Drawing on observation and survey data from early-career teachers, this study examines how teachers’ perceived pressure of teacher evaluation policies shape their ambitious mathematics instruction. We found that teachers who perceived a strong pressure of teacher evaluation on their instructional practices tended to move further away from enacting ambitious mathematics instruction. Moreover, the negative association between the pressure of teacher evaluation and ambitious instruction was stronger for teachers with a high level of mathematical knowledge for teaching.

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来源期刊

Journal for Research in Mathematics Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

17.90%

发文量

期刊介绍： An official journal of the National Council of Teachers of Mathematics (NCTM), JRME is the premier research journal in mathematics education and is devoted to the interests of teachers and researchers at all levels--preschool through college. JRME is a forum for disciplined inquiry into the teaching and learning of mathematics. The editors encourage submissions including: -Research reports, addressing important research questions and issues in mathematics education, -Brief reports of research, -Research commentaries on issues pertaining to mathematics education research, and -Book reviews.