Title: Beliefs of Czech teachers as a prerequisite for effective teaching
Source document: Studia paedagogica. 2015, vol. 20, iss. 4, pp. [53]-70
Extent
[53]-70
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2015-4-4
Stable URL (handle): https://hdl.handle.net/11222.digilib/134937
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Educational effectiveness research has shown a relationship between teacher beliefs and attitudes and student outcomes. This paper studies the extent to which the academic optimism of Czech teachers has proved to be meaningful in explaining student outcomes, and how different components of academic optimism relate to the cognitive and non-cognitive outcomes of Czech primary school students. Academic optimism is studied with reference to the TIMSS 2011 data using multilevel modelling. The results show that Czech teachers demonstrate relatively low levels of academic optimism. Multilevel modelling showed that in the Czech Republic, cognitive outcomes are related to teachers' career contentment, and non-cognitive outcomes are related to trust and self-efficacy. The operationalization of academic optimism in TIMSS is discussed, along with the implications of the findings that are presented for education policy.
Note
The preparation of this paper was made possible thanks to project No. P402/12/G130 of the Czech Science Foundation.
References
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[18] Rubie-Davies, C. M. (2010). Teacher expectations and perceptions of student attributes: Is there a relationship? British Journal of Educational Psychology, 80(1), 121–135. DOI 10.1348/000709909X466334. |
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[22] Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411–419. | DOI 10.1037/0022-0663.89.3.411
[23] Woolfolk Hoy, A., Hoy, W. A., & Kurz, N. M. (2008). Teacher's academic optimism: The development and test of a new construct. Teaching and Teacher Education, 24(4), 821–835. | DOI 10.1016/j.tate.2007.08.004
[2] Blanchard, S., & Muller, C. (2015). Gatekeepers of the American Dream: How teachers' perceptions shape the academic outcomes of immigrant and language-minority students. Social Science Research, 5(1), 262–275. DOI 10.1016/j.ssresearch.2014.10.003. |
[3] Dvořák, D., Urbánek, P., & Starý, K. (2014). High autonomy and low accountability. Case study of five Czech schools. Pedagogická orientace, 24(6), 919–940. | DOI 10.5817/PedOr2014-6-919
[4] Dweck, C. S. (2000). Self-Theories: Their Role in Motivation, Personality and Development. Hove, E. Sussex: Psychology Press.
[5] Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43, 425–446. DOI 10.3102/00028312043003425. |
[6] Jarkovská, L., Lišková, K., Obrovská, J., & Souralová, A. (2015). Etnická rozmanitost ve škole – Stejnost v různosti. [Ethnic Diversity in School: Equality in Diversity]. Prague: Portál.
[7] Kašparová, V., Holečková, H., Hučín, J., Janík, T., Najvar, P., Píšová, M., Potužníková, E., Soukup, P., & Ševců, M. (2015). Analytická z práva z šetření TALIS 2013. [Analytical Report from the TALIS 2013 Survey]. Prague: ČŠI.
[8] Martin, M. O., Foy, P., Mullis, I. V. S., & O'Dwyer, L. M. (2013). Effective schools in reading, mathematics, and science at fourth grade. In M. O. Martin & I. V. S. Mullis (Eds.), TIMSS and PIRLS 2011. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
[9] Martin, M. O., Mullis, I. V. S., Gonzalez, E. J., Gregory, K. D., Smith, T. A., Chrostowski, S. J., Garden, R. A., & O'Connor, K. M. (2000). TIMSS 1999 International Science Report. Findings from IEA's Repeat of the Third International Mathematics and Science Study at the Eighth Grade. Retrieved from http://timss.bc.edu/timss1999i/science_achievement_report.html
[10] Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. The American Psychologist, 53(2), 205–220. | DOI 10.1037/0003-066X.53.2.205
[11] McGuigan, L., & Hoy, W. K. (2006). Principal leadership: Creating a culture of academic optimism to improve achievement for all students. Leadership and Policy in Schools, 5(3), 203–229. DOI 10.1080/15700760600805816. |
[12] Mullis, I. V. S., Martin, M. O., Gonzalez, E. J., Gregory, D. G., Garden, R. A., O'Connor, K. M., Chrostowski, S. J., & Smith, T. A. (2000). TIMSS 1999 International Mathematics Report Findings from IEA's Repeat of the Third International Mathematics and Science Study at the Eighth Grade. Retrieved from http://timss.bc.edu/timss1999i/math_achievement_report.html
[13] Must Try Harder: Ethnic Discrimination of Romani Children in Czech Schools (2015). London: Amnesty International.
[14] Nicoll, G. N. (2014). Developing transformative schools: A resilience-focused paradigm for education. The International Journal of Emotional Education, 6(1), 47–65.
[15] Nilsen, T., & Gustafsson, J.-E. (2014). School emphasis on academic success: Exploring changes in science performance in Norway between 2007 and 2011 employing two-level SEM. Educational Research and Evaluation, 20(4), 308–327. DOI 10.1080/13803611.2014.941371. |
[16] Pajares, F. (2001). Toward a positive psychology of academic motivation. The Journal of Educational Research, 95(1), 27–35. | DOI 10.1080/00220670109598780
[17] Reynolds, D., Sammons, P., De Fraine, B., Van Damme, J., Townsend, T., Teddie, C., & Stringfield, S. (2015). Educational effectiveness research (EER): A state-of-the-art review. School Effectiveness and School Improvement, 25(2), 197–230. DOI 10.1080/09243453.2014.885450. |
[18] Rubie-Davies, C. M. (2010). Teacher expectations and perceptions of student attributes: Is there a relationship? British Journal of Educational Psychology, 80(1), 121–135. DOI 10.1348/000709909X466334. |
[19] Straková, J., Spilková, V., Friedlaenderová, H., Hanzák, T., & Simonová, J. (2014). Profesní přesvědčení učitelů základních škol a studentů fakult připravujících budoucí učitele. [Professional beliefs of basic school teachers and students of faculties of education]. Pedagogika, 65(1), 34–65.
[20] Talis 2013 Results: An International Perspective on Teaching and Learning (2014). Paris: OECD.
[21] Talis 2013 Technical Report (2014). Paris: OECD.
[22] Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411–419. | DOI 10.1037/0022-0663.89.3.411
[23] Woolfolk Hoy, A., Hoy, W. A., & Kurz, N. M. (2008). Teacher's academic optimism: The development and test of a new construct. Teaching and Teacher Education, 24(4), 821–835. | DOI 10.1016/j.tate.2007.08.004