The Power of Teachers' Perceptions

Autor/in	Century, Jeanne
Titel	The Power of Teachers' Perceptions
Quelle	In: Phi Delta Kappan, 104 (2023) 6, S.44-49 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/00317217231161540
Schlagwörter	Teacher Attitudes; Theory Practice Relationship; Research and Development; Program Effectiveness; Teaching Methods; Critical Thinking; Bias; Self Efficacy; Elementary School Students; Teacher Expectations of Students; Florida; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Theorie-Praxis-Beziehung; Forschung und Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Self-efficacy; Selbstwirksamkeit
Abstract	Florida's Broward County Public Schools and the University of Chicago engaged in a Research-Practice Partnership (RPP) to scale teacher practices that support students' critical thinking. As part of the RPP, Jeanne Century's research team conducted research to determine what barriers might limit the spread of these practices. The findings show that teacher biases about students' ability to engage in critical thinking, as well as their self-efficacy, might limit the extent to which teachers are willing to change their practices. Because teacher perceptions have been linked to students' race, gender, and socioeconomic status, these perceptions may have consequences for efforts to promote equity. To improve teacher perceptions, districts can change their messaging about student abilities, boost teacher self-efficacy, and directly address teacher perceptions. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01