培训活动能促进幼儿园教师专业发展吗?——一项来自新疆地区的调查实证研究
Does Teacher Training Contribute to the Professional Development of Kindergarten Teachers?Evidence from a Validation Study in Xinjiang,China
李欢欢 1沈思芮 1罗梦珍1
作者信息
- 1. 新疆师范大学教育科学学院,新疆 乌鲁木齐 830017
- 折叠
摘要
文章验证并采用幼儿园教师专业发展评价量表,以探讨教师培训是否有助于幼儿园教师的专业发展.首先,利用分层整群抽样法在新疆招募了734 名幼儿园教师进行调查.其次,幼儿园教师专业发展评价量表的心理测量特性分为三个维度:专业理念与师德、专业能力和专业知识,并采用项目分析、探索性因素分析和确认性因素分析对其分析.最后,研究结果表明,教师培训对专业知识贡献最大,对专业理念与师德贡献最小.层次回归分析表明,年龄、民族、教师职称、教学经验和教育背景是教师专业发展的重要影响因素.
Abstract
This study validated and adopted the Professional Development of Kindergarten Teachers Evaluation Scale to investigate whether teacher training contributes to kindergarten teachers'professional development.First,A stratified cluster sampling meth-od was used to select 743 kindergarten teacher participants.Then,the psychological measurement characteristics of the Profes-sional Development of Kindergarten Teachers Evaluation Scale are divided into three dimensions:professional philosophy and ethics,professional competence and professional knowledge,and are analyzed using project analysis,exploratory factor analysis,and confirmatory factor analysis.Final,the research results indicate that teacher training contributes the most to professional knowledge and the least to professional philosophy and ethics.Hierarchical regression analysis shows that age,ethnicity,teacher title,teaching experience,and educational background are important influencing factors for teacher professional development.
关键词
教师培训/教师专业发展/实证研究/影响因素Key words
teacher training/teacher professional development/validation study/influencing factors引用本文复制引用
基金项目
2022年度教育部人文社科青年基金项目(22YJC880096)
2022年度自治区社会科学基金项目(22BJYX074)
2023年度中国高等教育学会基金项目(23JS0101)
出版年
2024
NETL
NSTL
万方数据