Dierendonck Christophe, Poncelet Débora, Tinnes-Vigne Mélanie
Department of Education and Social Work, Institute for Lifelong Learning and Guidance, University of Luxembourg, Luxembourg, Luxembourg.
Front Psychol. 2024 Mar 13;15:1269954. doi: 10.3389/fpsyg.2024.1269954. eCollection 2024.
In Luxembourg, competency-based practices (CBP), differentiated instruction (DI), and formative assessment (FA) have been imposed by the 2009 school law. Referring to the Theory of Planned Behavior (TPB), this study examined factors influencing the implementation of these practices in classrooms.
Teachers participated in an online survey assessing their attitudes, subjective norm, perception of behavioral control, intention, and pedagogical practices regarding CBP, DI, or FA. Measurement models were used in structural equation models testing the TPB.
If the main relationships postulated by the theory were confirmed, some inconstancies were observed depending on the targeted practices. Structural equation TPB models controlling for gender, experience, teaching level, and socio-economic level of the school population explained between 20 and 45% of the variance in teachers' practices, and between 65 and 75% of the variance in teachers' intention to use these practices.
The relevance of the TPB for studying teaching practices and implications for professional training are discussed.
在卢森堡，2009年的学校法规定了基于能力的实践（CBP）、差异化教学（DI）和形成性评估（FA）。本研究参照计划行为理论（TPB），考察了影响这些实践在课堂中实施的因素。
教师参与了一项在线调查，评估他们对CBP、DI或FA的态度、主观规范、行为控制感知、意图及教学实践。在结构方程模型中使用测量模型来检验TPB。
尽管该理论假设的主要关系得到了证实，但根据目标实践观察到了一些不一致之处。控制学校人群的性别、经验、教学水平和社会经济水平的结构方程TPB模型解释了教师实践中20%至45%的方差，以及教师使用这些实践意图中65%至75%的方差。
讨论了TPB对研究教学实践的相关性以及对专业培训的影响。
