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Teacher Expectations, Gender Stereotypes, and Professional Knowledge (TEG-Know)

教师期望、性别刻板印象和专业知识 (TEG-Know)

基本信息

批准号：
289445153
负责人：
Professor Dr. Aiso Heinze
金额：
--
依托单位：
IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2016
资助国家：
德国
起止时间：
2015-12-31 至 2018-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/289445153?language=en
关键词：
Teacher Expectations Gender Stereotypes Professional

项目摘要

Since the 1960s, teacher expectations have been researched as an important predictor of students' achievement development. In spite of this research tradition, we still do not know much about moderators of this relationship at the teacher level. There has been, however, particular progress in research dealing with relevant teacher characteristics. Among other things, effects of teachers' gender stereotypes have been recorded and reliable and valid measures of teachers' professional knowledge have been developed. The relationships between teachers' expectancies, gender stereotypes and professional knowledge, however, have not been investigated yet. In this research project, we aim to merge these research fields by investigating correlations between teachers' expectancies, gender stereotypes and professional knowledge. Moreover, we will analyze effects of these variables on students' development in mathematics. Thereby, we expect to find interactions between the teacher variables and we presume that professional knowledge attenuates negative effects of teachers' expectancies and gender stereotypes. We plan a one-year longitudinal study with 100 elementary school teachers and their classes in mathematics. The study design will allow us to analyze how the teacher characteristics and interactions between them affect student development. Our results will, above all, provide knowledge about the relationship between teachers' knowledge, expectancies and gender stereotypes, and their effects on student outcomes. Finally, the project may provide important insights for teachers' professional development.

自20世纪60年代以来，教师期望作为学生成就发展的重要预测因素被研究。尽管有这样的研究传统，但我们对教师层面的这种关系的调节因素仍然知之甚少。然而，在有关教师特征的研究方面取得了特别的进展。除其他外，教师性别刻板印象的影响已被记录，教师专业知识的可靠和有效的措施已开发。然而，教师期望、性别刻板印象与专业知识之间的关系尚未被调查。在这个研究项目中，我们的目标是通过调查教师期望、性别刻板印象和专业知识之间的相关性来合并这些研究领域。此外，我们将分析这些变量对学生数学发展的影响。因此，我们期望发现教师变量之间的相互作用，并假设专业知识减弱了教师期望和性别刻板印象的负面影响。我们计划对100名小学教师及其班级的数学进行为期一年的纵向研究。研究设计将使我们能够分析教师的特征及其相互作用如何影响学生的发展。最重要的是，我们的研究结果将提供有关教师知识、期望和性别刻板印象之间关系的知识，以及它们对学生成绩的影响。最后，该项目可以为教师的专业发展提供重要的见解。