Teachers' Preferences for Educational Planning: Dynamic Testing, Teaching Experience and Teachers' Sense of Efficacy

Autor/inn/en	Bosma, Tirza; Hessels, Marco G. P.; Resing, Wilma C. M.
Titel	Teachers' Preferences for Educational Planning: Dynamic Testing, Teaching Experience and Teachers' Sense of Efficacy
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 28 (2012) 4, S.560-567 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2012.01.007
Schlagwörter	Educational Planning; Self Efficacy; Testing; Learning Processes; Teaching Experience; Teaching Methods; Preferences; Elementary School Teachers; Influences; Student Evaluation; Educational Diagnosis; Experienced Teachers; Teacher Attitudes; Teacher Surveys; Information Needs + Suchen Sie Ihr Suchwort? Bildungsplanung; Self-efficacy; Selbstwirksamkeit; Testdurchführung; Testen; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Influence; Einfluss; Einflussfaktor; Schulnote; Studentische Bewertung; Pedagogical diagnostics; Pädagogische Diagnostik; Lehrerverhalten; Information need; Informationsbedürfnis
Abstract	This study surveyed a sample of 188 elementary teachers with respect to their preference for information regarding educational planning, in particular information captured with dynamic testing procedures. The influence of teachers' experience and sense of efficacy on teachers' preferences was also investigated. Results indicated teachers' preferences for dynamically gathered information regarding children's learning processes, next to standard information such as a diagnosis. Appreciation for dynamic testing information appeared to be relatively higher for those teachers with longer teaching experience, but not related to teachers' sense of efficacy. Findings are discussed with regard to their implications for both diagnostic and teaching practices. (Contains 1 figure and 4 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10