Beliefs and behaviours of kindergarten teachers
Beliefs and behaviours of kindergarten teachers
复制标题
幼儿园教师的信念与行为
DOI：
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发表时间：
1988
期刊：
影响因子：
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通讯作者：
Kenneth E. Smith
中科院分区：
文献类型：
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作者：
D. Kagan;Kenneth E. Smith
摘要本研究探讨了幼儿园教师的认知风格之间的关系，他们倾向于支持或表现出以儿童为中心的幼儿园与教师结构的方法。研究对象为51名幼儿园教师，他们完成了自我报告工具，评估认知风格、教学思想、课堂行为和职业压力。一名外部评分员观察了每个教室两个小时，记录了两种教师行为的频率：口头互动，以及表明教师和学生在教室内位置的“映射”数据。教师自我报告的信念和行为与外部评分员的观察结果非常一致。此外，观察到的一组课堂行为与儿童有关：以意识形态为中心;与个人或小群体儿童而不是大群体儿童一起工作和交流;很少使用负面评论。那些赞同并表现出这些以儿童为中心的行为的教师们...
Summary This study examines relationships between the cognitive styles of kindergarten teachers and their tendency to endorse or manifest a child‐centred vs a teacher‐structured approach to kindergarten. Subjects were 51 kindergarten teachers who completed self‐report instruments assessing cognitive style, teaching ideology, classroom behaviour, and occupational stress. An outside rater observed each classroom for two hours, recording the frequencies of two kinds of teacher behaviour: verbal interactions, and ‘mapping’ data indicating the positions of teacher and students within the classroom. Teachers’ self‐reported beliefs and behaviours were strongly consistent with outside raters’ observations. In addition, a cluster of observed classroom behaviours was associated with a child: centred ideology: working and communicating with individuals or with small groups of children rather than with large groups; and using few negative comments. Teachers who endorsed and exhibited these child‐centred behaviours te...