Does Reflection Improve Teachers’ Classroom Behavior Continuously: Based on a Longitudinal Study of Teachers with Different Teaching Philosophy

doi:10.16382/j.cnki.1000-5560.2022.10.002

Abstract

Abstract:

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.

Key words: reflection, teachers’ classroom behavior, teaching philosophy, longitudinal study

Fan Yang, Yuxuan He, Zhichen Xia. Does Reflection Improve Teachers’ Classroom Behavior Continuously: Based on a Longitudinal Study of Teachers with Different Teaching Philosophy[J]. Journal of East China Normal University(Educational Sciences), 2022, 40(10): 17-28.

Figures/Tables 5

	课堂教学行为			情感关怀行为			课堂管理行为
固定效应	模型1	模型2	模型3	模型1	模型2	模型3	模型1	模型2	模型3
截距, π_0i
均值β₀₀	3.724^*** (0.044)	3.645^*** (0.054)	2.312^*** (0.890)	4.010^*** (0.037)	3.845^*** (0.050)	2.349^*** (0.268)	3.105^*** (0.102)	1.405^*** (0.100)	1.234^*** (1.045)
性别β₀₁			0.321 (0.305)			0.095 (0.112)			0.489 (0.491)
教龄β₀₂			0.003 (0.022)			0.012 (0.010)			0.011 (0.028)
学历β₀₃			?0.005 (0.358)			0.101 (0.104)			0.251 (0.423)
时间, π_1i
变化趋势β₁₀		0.079^* (0.042)	?0.192 (0.203)		0.165^*** (0.035)	?0.147 (0.146)		0.170^*** (0.077)	1.301^*** (0.289)
性别β₁₁			?0.068 (0.081)			?0.068 (0.057)			0.221⁺ (0.116)
教龄β₁₂			0.006 (0.005)			0.005 (0.004)			0.007 (0.007)
学历β₁₃			0.079 (0.083)			0.111⁺ (0.058)			0.049 (0.119)
价值反思, π_2i
变化趋势β₂₀			0.415 (0.415)			0.223^*** (0.051)			0.440^*** (0.206)
性别β₂₁			?0.101 (0.151)			?0.174^* (0.070)			?0.074 (0.071)
教龄β₂₂			0.000 (0.009)			?0.003 (0.006)			0.002 (0.004)
学历β₂₃			0.053 (0.173)			0.144 (0.080)			0.253^** (0.089)
教学反思, π_3i
变化趋势β₃₀			0.796^*** (0.451)			0.751^*** (0.188)			0.875^** (0.265)
性别β₃₁			0.031 (0.145)			0.198^** (0.061)			?0.084 (0.103)
教龄β₃₂			?0.001 (0.009)			0.000 (0.005)			?0.007 (0.006)
学历β₃₃			?0.052 (0.189)			0.170^* (0.069)			0.299^** (0.105)
学术反思, π_4i
变化趋势β₄₀			0.555⁺ (0.297)			0.081 (0.062)			0.619^*** (0.061)
性别β₄₁			0.112 (0.089)			?0.012 (0.024)			0.000 (0.023)
教龄β₄₂			?0.019 (0.091)			?0.002 (0.002)			?0.001 (0.001)
学历β₄₃			0.003 (0.008)			0.020 (0.025)			0.039 (0.027)
随机效应
第一层, D(e_ti)	0.120	0.033	0.031	0.143	0.121	0.109	0.032	0.021	0.020
第二层, D(r_0i)	0.040^***	0.308^***	0.210^***	0.05^***	0.156^***	0.128^***	0.06^***	1.185^***	1.180^***
第二层, D(r_1i)		0.020	0.020		0.047^*	0.045^*		0.007	0.007

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	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15	16	17	18
1价值反思T1	1
2价值反思T2	0.76^**	1
3价值反思T3	0.46^**	0.42^**	1
4教学反思T1	0.59^**	0.48^**	0.19^**	1
5教学反思T2	0.74^**	0.58^**	0.45^**	0.39^**	1
6教学反思T3	0.94^**	0.74^**	0.40^**	0.54^**	0.67^**	1
7学术反思T1	0.22^**	0.19^**	0.05	0.20^**	0.21^**	0.20^**	1
8学术反思T2	0.15^*	0.14^*	0.01	0.18^**	0.15^**	0.11^*	0.88^**	1
9学术反思T3	0.19^**	0.16^**	0.07	0.14^*	0.18^**	0.19^**	0.84^**	0.73^**	1
10课堂教学T1	0.24^**	0.18^**	0.21^**	0.11^*	0.23^**	0.19^**	0.13^*	0.07	0.12^*	1
11课堂教学T2	0.18^**	0.13^*	0.16^**	0.12^*	0.15^**	0.15^*	0.14^*	0.06	0.15^*	0.76^**	1
12课堂教学T3	0.10	0.11	0.02	0.05	0.10	0.12^*	0.04	0.02	0.03	0.30^**	0.30^**	1
13情感关怀T1	0.42^**	0.35^**	0.25^**	0.24^**	0.40^**	0.38^**	0.19^**	0.14^*	0.21^**	0.34^**	0.30^**	0.12^*	1
14情感关怀T2	0.34^**	0.30^**	0.16^**	0.18^**	0.34^**	0.30^**	0.20^**	0.19^**	0.23^**	0.31^**	0.28^**	0.14^*	0.84^**	1
15情感关怀T3	0.23^**	0.14^*	0.13^*	0.19^**	0.21^**	0.20^**	0.18^**	0.13^*	0.15^**	0.28^**	0.34^**	0.06	0.68^**	0.58^**	1
16课堂管理T1	0.65^**	0.49^**	0.27^**	0.30^**	0.50^**	0.62^**	0.11	0.02	0.11	0.18^**	0.09	0.12^*	0.36^**	0.30^**	0.18^**	1
17课堂管理T2	0.47^**	0.32^**	0.18^**	0.30^**	0.29^**	0.45^**	0.10	0.06	0.10	0.05	0.09	0.00	0.24^**	0.16^**	0.16^**	0.68^**	1
18课堂管理T3	0.51^**	0.33^**	0.15^*	0.28^**	0.38^**	0.50^**	0.12^*	0.03	0.15^**	0.14^*	0.15^**	0.11	0.29^**	0.23^**	0.21^**	0.78^**	0.66^**	1
M	3.81	3.87	3.88	3.81	3.87	3.85	1.03	1.16	1.13	3.41	3.53	3.86	4.06	4.15	4.16	4.21	4.24	4.26
SD	0.56	0.45	0.58	0.55	0.46	0.57	1.23	1.29	1.29	0.54	0.62	0.72	0.47	0.52	0.49	0.48	0.47	0.44

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