澳洲莫纳什论文代写:研究开始出现

Keywords:澳洲莫纳什论文代写

在上世纪中期，一项新的研究开始出现，它将教师的思想、判断和决定描述为影响他们行为的认知过程(Calderhead，1996，Clark和Peterson，1986;丹,1990)。因此，对教师信仰体系的兴趣激增(Pajares，1992年)。这项研究“帮助确定了教师工作的性质和复杂性，并帮助提供了对变化和支持过程的思考方式”(Calderhead，1996，第721页)。研究人员发现，教学不能简单地描述为在活动前和活动中所做的行为，而在于教学的思维过程包含了一个更广泛、更丰富的精神环境。正如Shavelson和斯特恩(1981年，第479页)解释的那样，关于教师认知的研究“是教师的思想、判断和决定指导他们的教学行为的基本假设”。卡根(1990年，第420页)指出，教师的认知有些模棱两可，因为研究人员援引这一术语来指代不同的产品，包括在教学过程中“老师”的互动思维;在课程规划中，对学生、教室和学习的隐含信念;反思自己的教学表现;自动化的日常活动和活动，形成他们的教学曲目;他们用自己的方法来解决教室的问题。
澳洲莫纳什论文代写:研究开始出现
In the mid-1970s a new body of research began to emerge that worked to describe teachers' thoughts, judgments and decisions as the cognitive processes that shaped their behaviors (Calderhead, 1996, Clark and Peterson, 1986; Dann, 1990). As a consequence of this, a surge of interest in the area of teacher belief systems has appeared (Pajares, 1992). This research “has helped to identify the nature and complexity of the teacher's work , and helped to provide ways of thinking about the processes of change and support” (Calderhead, 1996, p.721). Researchers found that teaching could not be characterized simply as behaviors that were linked to thinking done before and during the activity but rather that the thought process of teaching included a much wider and richer mental context. As Shavelson and Stern (1981, p.479) explained, research on teacher cognition made “the basic assumption that teachers' thoughts, judgments, and decisions guide their teaching behavior”.Kagan (1990, p. 420) noted that teacher cognition is somewhat ambiguous, because researchers invoke the term to refer to different products, including “teachers' interactive thoughts during instruction; thought during lesson planning, implicit beliefs about students, classrooms and learning; reflections about their own teaching performance; automized routines and activities that form their instructional repertoire; and self-awareness of procedures they use to solve classrooms problems”.