Teacher behaviour and student outcomes: Suggestions for research on teacher training and professional development

被引：172

作者：

Kyriakides, L. ^{[1
]}

Creemers, B. P. M. ^{[2
]}

Antoniou, P. ^{[1
]}

机构：

[1] Univ Cyprus, Dept Educ, CY-1678 Nicosia, Cyprus

[2] Univ Groningen, Fac Behav & Social Sci, NL-9700 AB Groningen, Netherlands

来源：

TEACHING AND TEACHER EDUCATION | 2009年 / 25卷 / 01期

关键词：

Teacher effectiveness research; Teaching; Teacher education; Evaluation; INSTRUCTION; MODEL;

D O I：

10.1016/j.tate.2008.06.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The study reported here examines whether teaching skills included in the dynamic model of educational effectiveness can be grouped into types of teacher behaviour and whether these types are related with different student outcome measures. The data stem from a study which was conducted in order to test the validity of the dynamic model. Results reveal that teaching skills can be grouped into five types of teacher behaviour which are discerned in a distinctive way and move gradually from skills associated with direct teaching to more advanced skills concerned with new teaching approaches and differentiation of teaching. Teachers exercising more advanced types of behaviour have better student outcomes. Suggestions for research on teacher education and professional development are drawn. (C) 2008 Elsevier Ltd. All rights reserved.

引用

页码：12 / 23

页数：12

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