62 research outputs found
SchĂŒlerbewertungen von Unterricht an weiterfĂŒhrenden Schulen: Welche Faktoren hĂ€ngen mit der lehrerseitigen NĂŒtzlichkeitswahrnehmung von Unterrichtsevaluationen zusammen?
This study builds on and contributes to work about the use of student evaluation of teacher performance. Although many studies have examined multiple forms of teacher evaluation, not much has been written about high school teachersâ perception of the usefulness of evaluations performed anonymously by students. This article provides additional insight by exploring factors contributing to Norwegian high school teachersâ perceptions of the usefulness of evaluations. Structural equation modelling indicates that perceptions of the developmental purposes of the evaluation process and of clear communication from the school leadership, as well as acknowledgement of the studentsâ ability to evaluate, are associated with teachersâ perceptions of the usefulness of the evaluation. Student ratings are often used for administrative purposes and tend to be underutilized for developmental purposes. Our findings suggest that feedback from student ratings can be useful in improving teaching practices by providing high school teachers with constructive feedback with which to improve the quality of their teaching. (DIPF/Orig.)Die vorliegende Studie leistet einen Beitrag zur Forschung ĂŒber den Einsatz von SchĂŒlerbefragungen zur Unterrichtsevaluation. Wenngleich zahlreiche Studien vielfĂ€ltige Formen der Lehrerevaluation untersucht haben, ist ĂŒber die lehrerseitige NĂŒtzlichkeitswahrnehmung von anonymen Unterrichtsbewertungen durch SchĂŒlerinnen und SchĂŒler wenig bekannt. Der vorliegende Artikel beleuchtet diese Thematik, indem Faktoren fĂŒr den wahrgenommenen Nutzen von Evaluationen bei LehrkrĂ€ften weiterfĂŒhrender Schulen in Norwegen untersucht werden. Strukturgleichungsmodelle deuten darauf hin, dass die Wahrnehmung eines Entwicklungsziels beim Evaluationsprozess, eine klare Kommunikation der Schulleitung sowie die Anerkennung der BeurteilungsfĂ€higkeit von SchĂŒlerinnen und SchĂŒlern mit der von LehrkrĂ€ften wahrgenommenen NĂŒtzlichkeit der Evaluation zusammenhĂ€ngen. SchĂŒlerbewertungen dienen oftmals zu administrativen Zwecken und werden hingegen fĂŒr entwicklungsorientierte Ziele bislang zu wenig genutzt. Unsere Befunde legen nahe, dass SchĂŒlerbewertungen einen Nutzen fĂŒr die Unterrichtsentwicklung an weiterfĂŒhrenden Schulen haben können, indem sie LehrkrĂ€ften konstruktive RĂŒckmeldungen zur Verbesserung ihrer Lehrpraxis bereitstellen. (DIPF/Orig.
PrÀdiktoren der LehrerInnenverantwortung
Der vorliegende Beitrag beschĂ€ftigt sich mit der Frage ob Lenks Modell zur Erfassung von grundsĂ€tzlichen Determinanten der LehrerInnenverantwortung, das durch Lauermann und Karabenick ĂŒbernommen wurde, empirisch gestĂŒtzt werden kann. Ziel dieses Beitrags ist es, kausale Beziehungen innerhalb dieses Modells mit Hilfe eines Strukturgleichungsmodells zu bewerten. Basierend auf Daten einer norwegischen LehrerInnenuntersuchung ergaben sich deutliche ZusammenhĂ€nge zwischen den Elementen des Modells. Relationales Vertrauen, informelles Lernen zwischen den LehrerInnen und wahrgenommene UnterstĂŒtzung durch SchulleiterInnen haben sich als wichtige Determinanten fĂŒr die LehrerInnenverantwortung erwiesen, wenngleich die kontextuellen Faktoren in ihrer Eigenart komplexer zu sein scheinen. Es bedarf weiterer Forschung, um diese zu verstehen. Angesichts der Ergebnisse ist zu empfehlen, dass Schulbehörden einen Schwerpunkt auf die Gestaltung einer Politik legen, die die Vertrauensbeziehungen zwischen den LehrerInnen berĂŒcksichtigt. (DIPF/Orig.
Studentsâ Perceptions of Citizenship Preparation in Social Studies: The Role of Instruction and Studentsâ Interests
Purpose: The main purpose of this study is to explore how 16- to 17-year-old studentsâ experiences within the social studies classroom and their online political communication are related to their perceptions of citizenship preparation in social studies.
Design/methodology/approach: To meet the purpose of this study, regression analyses were executed based on a survey of 264 Norwegian students aged 16â17. The dependent variable was the studentsâ perceptions of citizenship preparation in social studies.
Findings: The analyses indicated that enjoying social studies was strongly associated with studentsâ perceptions of citizenship preparation in social studies. The teacherâs contributions, discussing democracy and politics in social studies lessons, and studentsâ online political communication were also significantly associated with studentsâ per-ceptions of citizenship preparation in social studies.
Research limitations/implications: Some limitations exist in the instrument and in internal and external validity. Future research could add more content to improve the modelâs explanatory adequacy. More nuanced explanatory factors from outside school are needed to study factors indirectly influencing studentsâ perceptions of citizenship pre-paration.
Practical implications: These results indicate that focusing on studentsâ interests and quality instruction have positive implications for studentsâ perceived value of the subject when it comes to preparing them for civic and political engagement
Antecedents of Student Teachersâ Commitment to the Teaching Profession in Finland and Norway
The purpose of this study was to explore antecedents of Finnish and Norwegian student teachersâ prospective commitment to work as teachers or pursue other careers. Are student teachersâ perceptions of coherence between the theoretical and practical elements of the teaching programme related to their commitment to work as teachers or to pursue other careers? For Finnish student teachers, strong associations emerged between the theory-practice interaction in supervision and student teachersâ prospective commitment to work as teachers. Norwegian student teachers exhibited strong associations between personalised feedback and their prospective commitment to teaching. Implications for practice and further research are discussed.Peer reviewe
Factors related to Icelandic student teachersâ prospective commitment to the teaching profession
Acknowledgements and funding The authors thank the anonymous reviewers for their invaluable comments. We also thank the ReNEW, TEPEC/University of Oslo, and the University of Iceland for continued support and financial contributions to the research reported in the present study.Peer reviewedPublisher PD
The Influence of Parents and Teachers on the Deep Learning Approach of Pupils in Norwegian Upper-Secondary Schools
Abstract Introduction. The purpose of this article was to explore the influence of parents and teacher
Hvilke organisatoriske faktorer pÄvirker lÊreres indre pliktfÞlelse?
I de seneste Ärene har skoler blitt underkastet ulike kontrollformer samt mÄlstyring. Men alt kan ikke styres gjennom denne formen for rasjonalitet.Den indre drivkraften hos lÊrere forblir en viktig faktor for kvalitet i skolen. I denne artikkelen drÞfter forfatterne organisatoriske faktorer som pÄvirker lÊreres indre pliktfÞlelse nÄr det gjelder den jobben lÊrerne skal gjÞr
Duration of On-Campus Academic Engagements of Student Teachers in Finland and Norway
The duration of on-campus academic engagements is an uncertain and highly debated indicator of study input. Researchers adopt this indicator with the expectation that student teachers must invest an amount of time and effort in their courses that more or less equals a normal workweek. In the present empirical study, we examine factors influencing the duration of student teachersâ on-campus academic engagements in Norway and Finland using survey data (n = 567). While the teaching profession is highly respected in Finland, and universities make selections for teacher education programs, the profession has a relatively low status in Norway. To meet the objectives of this study, we conducted an OLS regression analysis and found that studentsâ self-discipline and perceived study requirements are the most important predictors of the duration of their on-campus academic engagements. In addition, the motivation to achieve a goal is also significant, while no significant effect was found for intrinsic motivation. Finally, the study shows no significant differences between the coefficients for the Norwegian and Finnish variable.Peer reviewe
Finnish teacher education and its contributions to pre-service teachersâ instructional self-efficacy
This study focuses on how Finnish pre-service teachersâ instructional self-efficacy contributes to their belief in their ability to provide learning opportunities and positive classroom outcomes. Data were gathered from 153 pre-service teachers and analysed using structural equation modelling. We found that experiences with problem behaviour negatively contributed to pre-service teachersâ instructional self-efficacy. We also found two factors that contributed positively to pre-service teachersâ instructional self-efficacy: supervisorâs feedback and perceived practical examples in general pedagogy courses.Peer reviewe
Five-Year Teacher Education for Compulsory School in Iceland : Retreat from Research-Based to Practice-Oriented Teacher Education?
In 2008 the teacher education in Iceland was extended from a three-year bachelor program to a five-year program, ending with a masterâs degree. The intention was to give teacher education more solid research base, manifested in a 30 ECTS masterâs thesis while simultaneously strengthening the link between theory, research, and practice.In 2008 the teacher education in Iceland was extended from a three-year bachelor program to a five-year program, ending with a masterâs degree. The intention was to give teacher education more solid research base, manifested in a 30 ECTS masterâs thesis while simultaneously strengthening the link between theory, research, and practice. Pursuant to the extension, enrolment in teacher education dropped, studentsâ progress was slow, and the dropout rate rose. At the same time large cohorts of teachers retired and shortage of teachers became a problem which led schools to recruit student teachers before they had finished their degree. This situation led to even slower progress in student teachersâ studies and fewer new licenced teachers each year. To reverse this development, several measures were introduced in the years 2017â2019, involving teacher education institutions, municipalities, the teachersâ union, and the government. Among them was to make the masterâs thesis optional and to offer student teachers paid internship during their final year. The measures have benefitted both the recruitment and study progress. Without the mastersâ thesis, however, the balance between research and practice seems to have tilted in favour of practice, which raises questions about the quality and status of teacher education.Non peer reviewe
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