การศึกษาการมีส่วนร่วมของครูประจำชั้นในโปรแกรมกิจกรรมทางกายภาพของโรงเรียนที่ครอบคลุมตลอดทั้งปี (CSPAP) ที่นำมาใช้ในเขตโรงเรียน K-8 ในเขตชนบทของสหรัฐอเมริกา มีวัตถุประสงค์เพื่ออธิบายรูปแบบของการปฏิสัมพันธ์ทางสังคมระหว่างครูผู้ดูแลระบบและครอบครัวที่เกี่ยวข้องกับการแทรกแซง (เช่นทุนทางสังคม) และการปฏิสัมพันธ์เหล่านั้นเกี่ยวข้องกับการมีส่วนร่วมของครูหรือไม่
Jordan, Michelle E.; Lorenz, Kent; Stylianou, Michalis; Kulinna, Pamela Hodges
Journal of Teaching in Physical Education,
Teacher Participation in School-Based Professional Development in China: Does It Matter for Teacher Efficacy and Teaching Strategies?
Ke, Zheng; Yin, Hongbiao; Huang, Shenghua
Teachers and Teaching: Theory and Practice, v25 n7 p821-836 2019
Although Chinese teachers commonly participate in school-based professional development activities, there is a remarkable scarcity of large-scale quantitative research into the effectiveness of teacher professional development in China, which is characterised as an institutionalised practice. Based on a conceptual framework applying recent research knowledge, this study investigates the relationships between teacher participation in school-based professional development and its individual and school contextual antecedents and effects on teachers and teaching in the context of mainland China. A total of 1506 secondary school teachers responded to a questionnaire survey. The results show that teachers' willingness to attend teaching research activities and supportive principal leadership facilitated teacher participation. Among the three dimensions of teacher participation, it was collective lesson planning and teacher collegiality, not the frequency of participation, that improved teacher efficacy and the adoption of desirable teaching strategies. These results enrich the knowledge about the characteristics and effectiveness of teacher professional development in China. The implications of the findings are discussed.
Descriptors: Educational Environment, Secondary School Teachers, Faculty Development, Teacher Attitudes, Teaching Methods, Foreign Countries, Program Effectiveness, Correlation, Principals, Teacher Administrator Relationship, Teacher Participation, Instructional Leadership, Lesson Plans, Collegiality
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
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