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Teacher efficacy, professional development, professional practices, and critical science-based FCS curriculum implementation.

机译：教师效能，专业发展，专业实践以及基于关键科学的FCS课程实施。

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摘要

Twenty years ago Ohio family and consumer sciences curriculum planners began to conceptualize a practical problem-based, critical science oriented, process-centered curriculum. Implementation of this curriculum is not easy; thus, professional development experiences included resource guides, teacher-leader institutes, state and regional conferences. The purpose of this study was to determine (a) factors related to the teachers' dominant mode of professional teaching practice for implementing the curriculum: professional characteristics, teachers' teaching efficacy, professional development experiences, and (b) differences between the Teacher-Leaders and Non-Teacher-Leaders [dominant professional teaching practice modes].; Descriptive and correlational designs utilized data from the Family and Consumer Sciences Teacher Beliefs (r = .94) (adapted from Ohio State Teacher Efficacy Scale, Tschannen-Moran & Woolfolk-Hoy, 2000), Family and Consumer Sciences Curriculum Implementation (r = .87) (adapted from Professional Teaching Practices, Chatraphorn, 1989; Ryu, 1998), Teacher Efficacy Scale (r = .74) (Hoy & Woolfolk, 1993), and Professional Characteristics of Family and Consumer Sciences Teachers. The target population (N = 1,013) for this study was Ohio Work and Family Life secondary teachers teaching during autumn, 2000. A random sample of 450 teachers and 45 Teacher-Leader Institute participants were mail-surveyed; 297 (60% of sample) useable questionnaires were returned.; Findings from descriptive statistics, Pearson product-moment correlation, analysis of variance, and stepwise multiple regression showed: Ohio Work and Family Life secondary teachers' level of teacher efficacy was moderately high (M = 6.61) on a ninepoint scale); no significant difference between Teacher-Leaders and Non-Teacher-Leader on the FCS Teacher Beliefs scale; and a significant difference (p = .004) between Teacher-Leaders and Non-Teacher-Leaders on the Personal Teaching Efficacy subscale score of the Teacher Efficacy Scale. The teachers' dominant mode of professional teaching practice was the Process-Oriented practice (76.7%) with significant differences (p ≤ .01) between Teacher-Leaders and Non-Teacher-Leaders for all professional teaching practice modes. FCS teaching efficacy predicted all three modes of professional teaching practice accounting for variance in Process-Oriented practice (29%), Reflective-Ethical practice (28%), and Technical-Rational practice (2.4%).; Implications include fostering mastery learning experiences of Reflective-Ethical and Process-Oriented teaching practices for preservice and inservice FCS teachers and encouraging teachers to participate in professional development activities. Recommendations include revision of the instruments to measure FCS teachers' efficacy and professional teaching practice.
机译：二十年前，俄亥俄州家庭和消费者科学课程的计划者开始构思实用的，以问题为基础，以批判性科学为导向，以过程为中心的课程。实施这门课程并不容易。因此，专业发展经验包括资源指南，教师领导机构，州和地区会议。这项研究的目的是确定（a）与教师实施课程的专业教学实践主导模式有关的因素：专业特征，教师的教学效能，专业发展经验以及（b）老师与领导之间的差异和非教师领导[主要的专业教学实践模式]。描述性和相关性设计利用了来自家庭和消费者科学教师信念（r = 0.94）（改编自俄亥俄州立教师效能量表，Tschannen-Moran＆Woolfolk-Hoy，2000），家庭和消费者科学课程实施（r =。 87）（根据Chatraphorn，1989; Ryu，1998的《专业教学实践》改编，教师效能量表（r = .74）（Hoy＆Woolfolk，1993），以及家庭和消费者科学教师的专业特征。该研究的目标人群（ N = 1,013）是2000年秋季在俄亥俄州工作和家庭生活中学教书的。通过邮件调查随机抽取了450位教师和45位教师领导学院参与者；返回了297份（占样本的60％）可用问卷。从描述性统计，皮尔逊乘积矩相关性，方差分析和逐步多元回归的发现表明：俄亥俄州工作和家庭生活中学教师的教师效能水平中等（ M = 6.61）。九分制）;在FCS教师信念量表上，教师与非教师之间无显着差异；在教师效能量表的个人教学效能量表分数上，教师领导者与非教师领导者之间的显着差异（ p = .004）。教师专业教学实践的主导模式是过程导向实践（76.7％），在所有专业教学实践中，教师与非教师领导之间的差异（ p ≤.01）模式。 FCS的教学效果预测了专业教学实践的所有三种模式，从而说明了面向过程的实践（29％），反思性的道德实践（28％）和技术理性的实践（2.4％）的差异。其含义包括为职前和在职FCS教师培养对反思性道德和面向过程的教学实践的掌握学习经验，并鼓励教师参加专业发展活动。建议包括修订衡量FCS教师效能和专业教学实践的工具。

著录项

  • 作者

    Fox, Candace Knapp.;

  • 作者单位

    The Ohio State University.;

  • 授予单位 The Ohio State University.;
  • 学科 Education Home Economics.; Education Vocational.; Education Teacher Training.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 197 p.
  • 总页数 197
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 职业技术教育;教师;
  • 关键词

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