师范生课程学习与教育实习对其教育效果的影响研究
摘要
师范生课程学习和教育实习作为两大主要因素对其教育效果有着极其重要的影响作用,已成为学界的不刊之论,但具体影响力是多少,其间又存在何种关系?国内已有研究则没有提及。本研究采用问卷法对安徽省某师范院校319名大四毕业生进行调查研究,通过方差分析、相关分析和回归分析来探讨师范生课程学习、教育实习和教学效果之间关系。结果发现:⑴师范生课程学习、教育实习和教学效果不存在显著的专业差异;⑵师范生课程学习和教育实习对其教学效果影响显著,分别解释教学效果变异的67.2%和72.3%,且教育实习影响效果更强;⑶教育实习在师范生课程学习与教学效果之间起到部分中介调节效应。依据研究结果提出在未来的师范生教育中应采取哪些措施才能确保师范生教育效果达到最优化的对策和建议。
引文
[1] Brown,A.L.,Lee,J.,& Collins,D.Does student teaching matter?Investigating pre-service teachers’ sense of efficacy and preparedness[J].Teaching Education,2014,26(1):1-17.
[2] Eric Anane.Examining the relationship between pre-service teachers’ entry characteristics and their academic achievement[J].Journal of Educational Sciences & Psychology,2018,8(1):56-67.
[3] 王燕荣,韩龙淑.职前教师学科教学知识的现状及提升路径研究[J].教育理论与实践,2018,38(22):31-35.
[4] Chung,H.Q.,& van Es,E.A.Pre-service teachers’ use of tools to systematically analyze teaching and learning[J].Teachers and Teaching:Theory and Practice,2014,20(2):113-115.
[5] 韩吉珍.职前教师实践性知识的生成途径探析[J].教育理论与实践,2017,37(34):39-42.
[6] Samuel Merk,Tom Rosman,Julia Rueb,Marcus Syring,Jürgen Schneider.Pre-service teachers’ perceived value of general pedagogical knowledge for practice:Relations with epistemic beliefs and source beliefs[J].PLos one,2017,12(9):1-25.
[7] 汪建华.师范生教育实习中的“知识转化”:内涵与特征[J].海南师范大学学报(社会科学版),2018,31(3):123-127.
[8] Wiens,P.D.The missing link:Research on teacher education[J].Action in Teacher Education,2012,34(3):249-261.
[9] Darling-Hammond,L.,& Bransford,J.Preparing teachers for a changing world:What teachers should learn and be able to do[M].San Francisco:Jossey-Bass:212.
[10] Cairas,S.,Almeida,L.,& Vieira,D.Becoming a teacher:Student teachers’ experiences and perceptions about teaching practice[J].European Journal of Teacher Education,2012,35(2):1-16.
[11] Hegender,H.The assessment of student teachers’ academic and professional knowledge in school-based teacher education[J].Scandinavian Journal of Educational Research,2010,54(2):151-171.
[12] ALAjmi,Maadi;Al-Dhafiri,Mohammed D;Al-Shammari Zaid N.Effects of pre-service Teacher Learning and Student Teaching on Teacher Education[J].Educational Research Quarterly,2016,39(4):43-63.
[2] Eric Anane.Examining the relationship between pre-service teachers’ entry characteristics and their academic achievement[J].Journal of Educational Sciences & Psychology,2018,8(1):56-67.
[3] 王燕荣,韩龙淑.职前教师学科教学知识的现状及提升路径研究[J].教育理论与实践,2018,38(22):31-35.
[4] Chung,H.Q.,& van Es,E.A.Pre-service teachers’ use of tools to systematically analyze teaching and learning[J].Teachers and Teaching:Theory and Practice,2014,20(2):113-115.
[5] 韩吉珍.职前教师实践性知识的生成途径探析[J].教育理论与实践,2017,37(34):39-42.
[6] Samuel Merk,Tom Rosman,Julia Rueb,Marcus Syring,Jürgen Schneider.Pre-service teachers’ perceived value of general pedagogical knowledge for practice:Relations with epistemic beliefs and source beliefs[J].PLos one,2017,12(9):1-25.
[7] 汪建华.师范生教育实习中的“知识转化”:内涵与特征[J].海南师范大学学报(社会科学版),2018,31(3):123-127.
[8] Wiens,P.D.The missing link:Research on teacher education[J].Action in Teacher Education,2012,34(3):249-261.
[9] Darling-Hammond,L.,& Bransford,J.Preparing teachers for a changing world:What teachers should learn and be able to do[M].San Francisco:Jossey-Bass:212.
[10] Cairas,S.,Almeida,L.,& Vieira,D.Becoming a teacher:Student teachers’ experiences and perceptions about teaching practice[J].European Journal of Teacher Education,2012,35(2):1-16.
[11] Hegender,H.The assessment of student teachers’ academic and professional knowledge in school-based teacher education[J].Scandinavian Journal of Educational Research,2010,54(2):151-171.
[12] ALAjmi,Maadi;Al-Dhafiri,Mohammed D;Al-Shammari Zaid N.Effects of pre-service Teacher Learning and Student Teaching on Teacher Education[J].Educational Research Quarterly,2016,39(4):43-63.