Teachers’ Conceptions of Teaching and Learning Scale 教师的教与学观念量表

量表简介：

Teachers’ COTL generally represent their ideas about their experiences of the teaching and learning process. Many prior studies have discussed teachers’ COTL and its implications. Generally, there are two major teachers’ COTL categories: the traditional and the constructivist approaches. According to previous studies, traditional COTL accentuate learning through the duplication of information to support students’ learning of well-defined concepts. Teachers with traditional COTL tend to believe that direct and didactic instruction may induce the best learning process and outcomes. For instance, Banu (2014) explored Bengal preschool teachers’ teaching conceptions and found that preschool teachers with a belief that rote-learning mattered would apply their beliefs in their practical teaching. Conversely, constructivist COTL emphasize the creation of an active learning environment permitting critical thinking and collaboration (Chan & Elliott, 2004). Teachers with constructivist COTL tend to encourage learners to actively construct, analyze, integrate, and evaluate their knowledge through reflection and interaction.

教师的 "COTL "一般代表了他们对教学过程的体验的看法。以前的许多研究都讨论过教师的 COTL 及其影响。一般来说，教师的 COTL 有两大类：传统方法和建构主义方法。根据以往的研究，传统的 COTL 强调通过重复信息来支持学生学习定义明确的概念。传统型 COTL 的教师倾向于认为，直接的说教式教学可能会诱发最佳的学习过程和结果。例如，Banu（2014）探讨了孟加拉学前教师的教学观念，发现认为死记硬背很重要的学前教师会在实际教学中应用他们的观念。相反，建构主义 COTL 强调创造积极的学习环境，允许批判性思维和协作（Chan 和 Elliott，2004 年）。建构主义 COTL 的教师倾向于鼓励学习者通过反思和互动来积极建构、分析、整合和评价自己的知识。