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

  • Fan Yang ,
  • Yuxuan He ,
  • Zhichen Xia
Expand
  • 1. School of Education, Soochow University, Jiangsu Suzhou 215123, China
    2. Normal College, Changshu Institute of Technology, Jiangsu Suzhou 215500, China

Accepted date: 2022-04-08

  Online published: 2022-09-29

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.

Cite this article

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 . DOI: 10.16382/j.cnki.1000-5560.2022.10.002

References

null 杜威. (2005). 我们怎样思维?经验与教育(姜文闵译). 北京: 人民教育出版社.
null 林一钢. (2008). 论“实践反思性”教师教育. 教师教育研究, 20 (6), 7- 11+71.
null 卢乃桂, 钟亚妮. (2007). 教师专业发展理论基础的探讨. 教育研究, (3), 17- 22.
null 孟迎芳, 连榕, 郭春彦. (2004). 专家—熟手—新手型教师教学策略的比较研究. 心理发展与教育, 20 (4), 70- 73.
null 闵钟. (2019). 论教师有效反思的理论观照. 福建师范大学学报(哲学社会科学版), (1), 149- 155+161+172.
null 石中英, 余清臣. (2005). 关怀教育: 超越与界限—诺丁斯关怀教育理论述评. 教育研究与实验, (4), 30- 33.
null 王福兴, 申继亮, 田宏杰, 周宗奎. (2010). 专家与新手教师对静态课堂教学场景的知觉差异. 心理发展与教育, 26 (6), 612- 617.
null 王陆, 李瑶. (2017). 课堂教学行为大数据透视下的教学现象探析. 电化教育研究, 38 (4), 77- 85.
null 魏淑华, 宋广文, 张大均. (2013). 我国中小学教师职业认同的结构与量表. 教师教育研究, 25 (1), 55- 60+75.
null 徐锦芬, 李斑斑. (2012). 中国高校英语教师教学反思现状调查与研究. 外语界, (4), 6- 15.
null 徐瑾劼. (2021). 以学生为主体的“参与式”课堂教学水平的跨国比较—基于OECD全球教学洞察视频研究数据的聚类分析. 全球教育展望, 50 (1), 117- 128.
null 杨帆, 许庆豫. (2015). “教师中心”与“学生中心”教学理念辨析—基于中小学教师的问卷调查. 高等教育研究, 36 (12), 78- 86.
null 朱雁, 徐瑾劼. (2019). TALIS2018视域下中英初中数学课堂的审视与比较. 中国教育学刊, (11), 24- 30.
null Doyle, W. (1986). Classroom Organization and Management. In M. C. Wittrock (Ed. ), Handbook of Research on Teaching. New York: Macmillan.
null Elliott, J. (2006). Conceptualising Relationships Between Research/ Evaluation Procedures and In-service Teacher Education. Journal of In-service Education, 4 (1-2), 102- 115.
null Farrell, T. S. C. , & Press, C. (2004). Reflective Practice in Action: 80 Reflection Breaks for Busy Teachers. Oaks, CA: Corwin Press.
null Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39 (2), 175- 191.
null Goleman, D. (1999). What Makes a Leader? Harvard Business Review, 76(6), 123—131.
null Harris, M. J., & Rosenthal, R. (1985). Mediation of Interpersonal Expectancy Effects: 31 Meta-analyses. Psychological Bulletin, 97 (3), 363- 386.
null Jari-Erik, N., Jaana, V., Asko, T., & Kaisa, A. (2012). Teachers Adapt Their Instruction According to Students' Academic Performance. Educational Psychology, 32 (5), 571- 588.
null Kaendler, C., Wiedmann, M., Rummel, N., & Spada, H. (2014). Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: A Framework and Research Review. Educational Psychology Review, 27 (3), 505- 536.
null Larrivee, B. (2008). Meeting the Challenge of Preparing Reflective Practitioners. The New Educator, 4 (2), 87- 106.
null Norlander, K. A., Reagan, T. G., & Case, C. W. (1999). The Professional Teacher. The Preparation and Nurturance of the Reflective Practitioner. Agenda for education in a Democracy. Volume 4. San Francisco, CA: Jossey-Bass.
null Pajares, M. F. (1992). Teachers' Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62 (3), 307- 332.
null Pang, J. S. (2003). Student-Centered Teaching Practices in Korean Elementary Mathematics Classrooms. International Group for the Psychology of Mathematics Education, (3), 445- 452.
null Roessger, K. M. (2014). The Effect of Reflective Activities on Instrumental Learning in Adult Work-related Education: A Critical Review of the Empirical Research. Educational Research Review, (13), 17- 34.
null Schon, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books. Inc. Publishers.
null Singh, G. S. (2014). The Nature of Reflective Practice and Emotional Intelligence in Tutorial Settings. Journal of Education & Learning, 3 (1), 86- 100.
null Zeichner, K. M. , & Liston, D. P. (2014). Reflective Teaching: An Introduction. New York: Routledge.
Outlines

/