Teachers' conceptions of excellent teaching and its relationships to self-reported teaching practices

被引：34
|
作者：
Chen, Junjun [1 ]
Brown, Gavin T. L. [2 ]
Hattie, John A. C. [3 ]
Millward, Pam [2 ]
机构：
[1] Hong Kong Inst Educ, Dept Educ Policy & Leadership, Tai Po, Hong Kong, Peoples R China
[2] Univ Auckland, Auckland 1, New Zealand
[3] Univ Melbourne, Melbourne, Vic 3010, Australia
来源：
TEACHING AND TEACHER EDUCATION | 2012年 / 28卷 / 07期
关键词：
Teacher thinking; Excellent teaching; Chinese middle school; Structural equation modeling; FIT INDEXES; STUDENTS PERCEPTIONS; BELIEFS; MATHEMATICS; SENSITIVITY; INVARIANCE; SCHOOL;
D O I：
10.1016/j.tate.2012.04.006
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study surveyed Chinese middle school (n = 951) teachers' conceptions of excellent teaching and examined the relationship of those conceptions to their self-reported teaching practices. Responses were analyzed using confirmatory factor analysis and structural equation modeling. These teachers identified one examination-oriented dimension and four interactive, pedagogical dimensions of excellent teaching and four dimensions of teaching practice. The structural model indicated a high consistency rate (83%) between teachers' conceptions of excellent teaching and the corresponding self-reported practices. Implications for teaching standards, teacher professional development, and examination system are discussed. (C) 2012 Elsevier Ltd. All rights reserved.
引用
收藏
页码：936 / 947
页数：12
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