Teach – School context, Teacher motivation and teaching quality Renewal proposal for the research project “Teach - The Role of Teacher Beliefs and Instructional Practices for Student Beliefs and Academic Outcomes”

教学 â 学校背景、教师动机和教学质量 研究项目“教学 - 教师信念的作用以及学生信念和学术成果的教学实践”的更新提案

• 批准号: 411441583
• 负责人: Professorin Dr. Rebecca Lazarides
• 金额: --
• 依托单位: Abteilung Pädagogische Psychologie
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/411441583?language=en
• 关键词: Teach; context; Teacher; motivation; teaching

This research project renewal aims to continue our work in the research project ‚Teach‘ which examines based on theories of learning and instruction and referring to models from educational psychology longitudinal relations between characteristics of teacher motivation, teacher- and student-reported teaching quality and motivational and cognitive learning outcomes of students at the end of secondary education. The renewal proposal pursues the objective to extend the original theoretical ‘Teach’ model through the integration of school resources and demands referring to research on the job demands-resources model. We aim to examine the direct effects of school contextual variables reported by teachers, teacher motivation, teaching quality (reported by students and teachers) and motivational and cognitive characteristics of students exist. School-related context variables that will be considered are, for example, cooperation with colleagues, school leadership, excessive work demands and participation of teachers in school-related processes. We are also investigating whether and how school-related context variables moderate the relations between teacher motivation, teaching quality and student learning as described in our theoretical Teach model. Our planned project refers to the longitudinal relations between teacher motivation, teaching quality and student academic outcomes that we theoretically described in our ‚Teach‘ model and extends the original model by including school context variables.

本次研究项目更新旨在继续我们“教学”研究项目的工作，该项目以学习和教学理论为基础，并参考教育心理学模型，研究教师动机特征、教师和学生报告的教学质量以及中学教育结束时学生的动机和认知学习成果之间的纵向关系。更新提案的目标是参考工作需求-资源模型的研究，通过整合学校资源和需求来扩展原有的“教学”理论模型。我们的目的是研究教师报告的学校背景变量、教师动机、教学质量（由学生和教师报告）以及学生的动机和认知特征的直接影响。例如，将考虑的与学校相关的环境变量包括与同事的合作、学校领导、过多的工作要求以及教师对学校相关流程的参与。我们还在研究与学校相关的环境变量是否以及如何调节教师动机、教学质量和学生学习之间的关系，正如我们的理论教学模型中所描述的那样。我们计划的项目是指我们在“教学”模型中理论上描述的教师动机、教学质量和学生学业成绩之间的纵向关系，并通过纳入学校背景变量来扩展原始模型。