Chen Po-Hsi, Hong Jon-Chao, Ye Jian-Hong, Ho Ya-Jiuan
Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei City, Taiwan.
Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, Taipei City, Taiwan.
Front Psychol. 2022 Jun 10;13:904181. doi: 10.3389/fpsyg.2022.904181. eCollection 2022.
Previous studies have focused on individuals learning from observing a model to be able to produce the modeled behavior. However, there is a lack of studies emphasizing the perspective of being observed to understand the role of perceived value and stress when teachers act as a teaching model. To address this gap, the present study explored the correlates between teachers' teaching beliefs, perceived value, psychosocial stress, and continuous intention to be the observed teaching model in classroom observations. Data of 349 respondents were usefully collected, and confirmatory factor analysis with structural equation modeling was performed. Results showed that teachers' constructivist belief in teaching was positively related to perceived value of being observed and getting feedback, but was negatively related to psychosocial stress. Perceived value was positively related to continuous intention to be observed in future classroom observations, but perceived psychosocial stress was not significantly related to continuous intention. The results of this study can be applied to encourage those who are resistant to presenting their teaching experience in classroom observations.
以往的研究主要关注个体通过观察榜样来学习，以便能够表现出榜样的行为。然而，缺乏强调被观察视角的研究，以理解当教师作为教学榜样时，感知价值和压力所起的作用。为了填补这一空白，本研究探讨了教师的教学信念、感知价值、心理社会压力以及在课堂观察中持续作为被观察教学榜样的意愿之间的相关性。有效收集了349名受访者的数据，并进行了结构方程模型的验证性因素分析。结果表明，教师对教学的建构主义信念与被观察和获得反馈的感知价值呈正相关，但与心理社会压力呈负相关。感知价值与未来课堂观察中持续被观察的意愿呈正相关，但感知到的心理社会压力与持续意愿没有显著关系。本研究结果可用于鼓励那些抗拒在课堂观察中展示教学经验的人。
