کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6841507 | 1435402 | 2018 | 12 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Developing teachers' self-efficacy and adaptive teaching behaviour through lesson study
ترجمه فارسی عنوان
توسعه خودکارآمدی معلمان و رفتار تطبیقی آموزش از طریق مطالعه درس
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کلمات کلیدی
درس مطالعه، خودکارآمدی معلم، توسعه حرفه ای، آموزش تطبیقی نیمه تجربی،
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
چکیده انگلیسی
Teachers are expected to address a broad range of diverse pupil needs but do not always feel capable or lack the skills to meet these high expectations. The professional development approach Lesson Study may address this. Therefore, this study examines whether participating in Lesson Study influences teachers' beliefs of self-efficacy and (adaptive) teaching behaviour. A quasi-experimental mixed methods design was used to compare pretest and posttest data of intervention and comparison group teachers (Nâ¯=â¯48). Significantly different results between the two groups arise in terms of efficacy in pupil engagement as well as classroom management and instructional behaviour. Immediate stimulated recall interviews provide insight in these outcomes and illustrate to what extent teachers addressed pupils' educational needs.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: International Journal of Educational Research - Volume 88, March 2018, Pages 109-120
Journal: International Journal of Educational Research - Volume 88, March 2018, Pages 109-120
نویسندگان
Tijmen Schipper, Sui Lin Goei, Siebrich de Vries, Klaas van Veen,