The role of teachers’ beliefs and professional development in students’ mathematics motivation in primary education

LUMAT International Journal on Math Science and Technology Education, Год журнала: 2025, Номер 13(1), С. 2 - 2

Опубликована: Фев. 5, 2025

Motivation plays a crucial role in mathematical competence, with motivated students tending to perform better than those who lack motivation. Given that teachers can play significant fostering student motivation, the aim of this study was investigate teachers’ influence on students’ motivation learn mathematics. Alongside teacher’s influence, we also explore impact individual factors This examines effects both and teacher-related mathematics at classroom levels. We use multilevel modelling for analysis. Student level contains factors: grade level, gender, achievement. Classroom teacher beliefs professional development. addressed through five dimensions: intrinsic value, utility attainment relative cost perceived competence. The data is part international longitudinal study, MathMot, which primary school across six European countries. present consists Finnish from 3rd (n = 760) 4th 747) their (N 95). According results, most significantly impacted by achievement in-service training about teaching learning level. Establishing direct connection between self-efficacy challenging because it affects indirectly, example, methods. Additionally, relatively small unstable early years.

Язык: Английский

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Teacher collaboration to elevate student achievement?

Learning and Instruction, Год журнала: 2025, Номер 97, С. 102104 - 102104

Опубликована: Фев. 20, 2025

Язык: Английский

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The Effect of Students’ Perceived Cognitive Activation on Mathematics Performance Depends on the Grade, Performance Level, and Activation Intensity

International Journal of Science and Mathematics Education, Год журнала: 2025, Номер unknown

Опубликована: Март 19, 2025

Язык: Английский

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Professional learning communities and their impact on teacher performance: Empirical evidence from public primary schools in Guiyang

Teaching and Teacher Education, Год журнала: 2024, Номер 148, С. 104715 - 104715

Опубликована: Июль 24, 2024

Язык: Английский

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Schools that learn to improve student learning: the effectiveness of schools as PLCs

Professional Development in Education, Год журнала: 2024, Номер unknown, С. 1 - 28

Опубликована: Июль 4, 2024

This paper studies the effectiveness of schools as Professional Learning Communities (PLCs). Specifically, it explores whether schools, perceived by principals to meet defining characteristics a PLC, are associated with enhanced student learning outcomes. To answer research question, integrates two different databases: data on PLCs collected questionnaire from lower secondary school Emilia Romagna Region, Italy. The student's learning, economic, social, and cultural status other students' background were taken INVALSI (the National Agency that administers standardised tests). After integrating these databases, we obtained original about 6.000 3rd graders students 61 schools. In this context, two-level linear model (HLM) was applied study relationship between PLC learning. analysis predictors both within-school between-school levels. Within-school models account for effects characteristics. Meanwhile, models, which incorporate controls, assess impact – including results show understood multidimensional construct personal, interpersonal, organisational capacities, improves in Maths English.

Язык: Английский

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Comunidades profesionales de aprendizaje: una alternativa para fortalecer la práctica pedagógica en educación parvularia

Revista Educación, Год журнала: 2024, Номер unknown, С. 1 - 16

Опубликована: Июнь 30, 2024

El sistema educativo actual demanda un apoyo más eficaz para el profesorado de educación infantil, dado su relevante papel en desarrollo integral la primera infancia. En este artículo se busca argumentar relevancia las Comunidades Profesionales Aprendizaje (CPA) contexto del aprendizaje profesional educadoras párvulos. Se sostiene que CPA pueden mejorar enseñanza parvularia foco mejora práctica docente, colaboración mediada por diálogo, construcción colectiva conocimiento ejercicio y configuración espacio confianza entre pares. destaca potencialidades profesionalización autonomía educadoras, especialmente contextos desafiantes. Por ende, propone investigaciones futuras comprender impacto específico párvulos, así como explorar potencial transformador político cultura docente.

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A Meta-Analysis of the Correlation Between Professional Learning Communities and Teachers’ Efficacy Beliefs

Educational Research Review, Год журнала: 2024, Номер unknown, С. 100660 - 100660

Опубликована: Дек. 1, 2024

Язык: Английский

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