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

页码：936 / 947

页数：12

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