录用日期: 2022-04-08
网络出版日期: 2022-09-29
基金资助
教育部人文社会科学基金项目“分类与整合:我国义务教育教师聘任政策的实施效应及其优化路径研究”(20YJC880112)
Does Reflection Improve Teachers’ Classroom Behavior Continuously: Based on a Longitudinal Study of Teachers with Different Teaching Philosophy
Accepted date: 2022-04-08
Online published: 2022-09-29
杨帆 , 何雨璇 , 夏之晨 . 反思会持续改善教师的课堂行为吗?——基于对不同教学理念教师的追踪调查[J]. 华东师范大学学报(教育科学版), 2022 , 40(10) : 17 -28 . DOI: 10.16382/j.cnki.1000-5560.2022.10.002
Reflection is an important way to promote the professional development of primary and secondary school teachers. This study conducted a multi-level linear growth model analysis based on three waves of a longitudinal study of 301 primary and secondary school teachers over one year. In this study, the developmental trend of teachers' classroom behaviour, and the influence of reflection on the developmental trend of teachers’ classroom behaviour were described, then the classroom behavior effects with different teaching philosophies through conducting reflection were discussed. The results show that teachers’ classroom behaviour will be significantly and continuously improved with the implementation of reflection. Reflection has different continuous effects on teachers with different teaching philosophies. Teachers who hold a teaching philosophy of student-centeredness are more likely to obtain positive effects of classroom behaviour in the process of reflection. Because of the positive and continuous influence of reflection on teachers’ classroom behaviour, teachers should be guided to form a “student-centeredness” teaching philosophy and should improve classroom behaviour through conducting reflection in the future.
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