Wong B Y
Faculty of Education, Simon Fraser University, Burnaby, BC, Canada.
J Learn Disabil. 1997 Sep-Oct;30(5):482-5. doi: 10.1177/002221949703000503.
Gersten et al., in this issue of JLD, have pinpointed variables that preclude teachers' sustenance of research-based instructional strategies. These variables fall squarely on the shoulders of intervention researchers. However, they have not attended to variables that stem from teachers themselves. Hence, in my commentary, I focus on teacher variables that account for their lack of initiation and sustenance of research-based instructional strategies. Specifically, I highlight teachers' (a) overarching conceptions of teaching, (b) subject-area knowledge, and (c) sense of self-efficacy. Of these, for reasons given in my article, I elaborate more on teacher self-efficacy. I conclude with suggestions on promoting teacher self-efficacy.
格尔斯滕等人在本期《学习障碍杂志》中指出了妨碍教师持续采用基于研究的教学策略的各种变量。这些变量完全落在干预研究人员的肩上。然而，他们并未关注源于教师自身的变量。因此，在我的评论中，我将重点关注导致教师缺乏采用和持续运用基于研究的教学策略的教师变量。具体而言，我将强调教师的（a）总体教学观念、（b）学科领域知识以及（c）自我效能感。其中，出于我文章中给出的原因，我将更多地阐述教师自我效能感。最后我会提出提升教师自我效能感的建议。
