Teachers' preferences for educational planning: Dynamic testing, teaching' experience and teachers' sense of efficacy

被引：10

作者：

Bosma, Tirza ^{[1
]}

Hessels, Marco G. P. ^{[2
]}

Resing, Wilma C. M. ^{[1
]}

机构：

[1] Leiden Univ, Dept Dev & Educ Psychol, NL-2333 AK Leiden, Netherlands

[2] Univ Geneva, Fac Psychol & Educ Sci, CH-1211 Geneva 4, Switzerland

来源：

TEACHING AND TEACHER EDUCATION | 2012年 / 28卷 / 04期

关键词：

Individual educational plans; Dynamic testing; Teachers' preferences; Teachers' experience; SELF-EFFICACY; ATTITUDES; CHILDREN;

D O I：

10.1016/j.tate.2012.01.007

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study surveyed a sample of 188 elementary teachers with respect to their preference for information regarding educational planning, in particular information captured with dynamic testing procedures. The influence of teachers' experience and sense of efficacy on teachers' preferences was also investigated. Results indicated teachers' preferences for dynamically gathered information regarding children's learning processes, next to standard information such as a diagnosis. Appreciation for dynamic testing information appeared to be relatively higher for those teachers with longer teaching experience, but not related to teachers' sense of efficacy. Findings are discussed with regard to their implications for both diagnostic and teaching practices. (C) 2012 Elsevier Ltd. All rights reserved.

引用

页码：560 / 567

页数：8

共 35 条

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