Theoretical beliefs and instructional practices used for teaching spelling in elementary classrooms
Theoretical beliefs and instructional practices used for teaching spelling in elementary classrooms
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用于小学拼写教学的理论信念和教学实践
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Cecilia J. Kirk
中科院分区：
文献类型：
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作者：
Brigid C McNeill;Cecilia J. Kirk
目前的研究旨在检查教师报告的拼写评估和教学实践。对教师关于拼写的理论信念与他们报告的教学方法之间的匹配进行了分析，以阐明可能支持或阻碍在课堂上使用循证教学策略的因素。对新西兰随机抽取的405名（按地区和社会经济地位分层）小学教师进行了电子调查。该调查调查了以下几个方面：拼写评估、拼写教学、对拼写的看法、教师教拼写的准备以及教师对拼写课程的优缺点的认识。教师在拼写评估和教学实践方面存在很大差异。大多数受访者报告说，通过分析儿童拼写错误（64%）和/或个性化拼写课程（60%），实施了一些方面的发展性拼写教学方法。教师关于拼写的信念与他们使用与这些信念相关的具体教学实践（例如，语音意识，正字法知识）的频率之间存在很大的分离。信念和报告实践之间的不匹配似乎是由于缺乏关于实施明确的拼写指导和在课程中找时间教授拼写的专业知识。提高教师对语言结构的认识，重点评估和教学活动的实际实施，以及拼写与课程其他领域之间的联系是提高拼写教学实践的重要因素。
The current study aimed to examine teachers’ reported spelling assessment and instruction practices. Analysis of the match between teachers’ theoretical beliefs about spelling and their reported pedagogy was conducted to elucidate factors that may support or impede the use of evidence-based teaching strategies in the classroom. An electronic survey was completed by 405 randomly selected (stratified by region and socioeconomic status) elementary school teachers in New Zealand. The survey examined the following areas: spelling assessment, spelling instruction, beliefs about spelling, preparing teachers to teach spelling, and teachers’ perceived strengths and weaknesses of their spelling program. There was large variability in spelling assessment and instructional practices across teachers. Most respondents reported implementing some aspects of a developmental approach to spelling instruction through analysis of children’s spelling errors (64 %) and/or individualization of the spelling program (60 %). There was a large dissociation between teachers’ beliefs about spelling and their frequency of use of specific instructional practices associated with those beliefs (e.g., phonological awareness, orthographic knowledge). The mismatch between beliefs and reported practice appeared to be due to lack of professional knowledge regarding implementing explicit spelling instruction and finding time to teach spelling within the curriculum. Increasing teachers’ knowledge about language structure, practical implementation of key assessment and instruction activities, and the links between spelling and other areas of the curriculum are important factors in improving spelling pedagogical practices.