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首页> 外文期刊>Early Education & Development >Early Childhood Teachers' Curriculum Beliefs: Are They Consistent With Observed Classroom Practices?
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Early Childhood Teachers' Curriculum Beliefs: Are They Consistent With Observed Classroom Practices?

机译：幼儿教师的课程信念：它们是否与观察到的课堂实践一致？

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Research Findings: This study examined the consistency between early childhood teachers' self-reported curriculum beliefs and observations of their actual interactive behaviors with children in classrooms. Also tested was the hypothesized moderation by teacher and classroom characteristics of the association between beliefs and practices. A total of 58 preschool teachers completed a survey describing their professional backgrounds and curriculum beliefs. Their classroom practices were observed using a newly developed instrument that documented teacher interactions with children. Most teachers in this sample strongly endorsed child-initiated learning beliefs, although their beliefs about teacher-directed learning varied considerably. The most frequently observed teacher behaviors in the classroom were giving directions to children, responding to children's initiations, and engaging in non-interactive classroom management activities. Overall, teachers' curriculum beliefs and observed classroom practices were weakly correlated. However, there were moderation effects. Stronger congruence between teacher-directed learning beliefs and observed teaching behaviors was found among teachers who had more professional training and more years of teaching experience. Practice or Policy: These results support the importance of early childhood teacher professional development. They suggest that teacher preparation and professional development programs should focus on the intellectual transformation between teacher knowledge and teacher practice, promoting both aspects of development.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/10409289.2010.507495
机译：研究结果：这项研究检查了幼儿教师自我报告的课程信念与他们在课堂上与孩子的实际互动行为的观察之间的一致性。还通过教师和课堂特征对信念与实践之间联系的假设进行了适度的检验。共有58名学前教师完成了一项调查，描述了他们的专业背景和课程信念。使用一种新开发的仪器观察了他们的课堂实践，该仪器记录了老师与孩子的互动。尽管他们对以教师为导向的学习方式的看法差异很大，但本样本中的大多数教师都强烈赞同儿童发起的学习方式。在课堂上，最经常观察到的教师行为是向孩子们提供指导，对孩子们的启迪做出回应以及参与非交互式的课堂管理活动。总体而言，教师的课程信念与观察到的课堂实践之间的相关性很弱。但是，有适度的影响。在受过更多专业培训和多年教学经验的教师中，发现以教师为导向的学习信念与观察到的教学行为之间的一致性更高。实践或政策：这些结果支持幼儿教师专业发展的重要性。他们建议教师的准备和专业发展计划应着重于教师知识和教师实践之间的智力转变，促进发展的两个方面。查看全文下载全文相关的var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，service_compact：“ citeulike ，netvibes，twitter，technorati，可口，linkedin，facebook，stumbleupon，digg，google，更多”，发布：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/10409289.2010.507495

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