Abstract
Background:
The purpose of this study was to reveal the pattern in a structure of teachers’ instructional performance. Specifically, seven teachers’ performances (Standards and Objectives, Presenting Instructional Content, Lesson Structure and Pacing, Activities and Materials, Academic Feedback, Grouping Students, and Teacher Content Knowledge) were investigated.
Materials and methods:
An embedded mixed methods approach analyzed 426 reports concerning 175 classroom-capturing videos.
Results:
The findings showed a structured pattern and the relationships among the teachers’ performances. Also, multiple group analysis was employed to examine the differences between beginning and experienced teachers’ performance patterns. The beginning and experienced teachers presented different paths regarding the four performances: Activities and Materials, Grouping Students, Standards and Objectives, and Lesson Structure and Pacing.
Conclusions:
The findings of the current study have implications for teacher professional development.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 12, Issue 3, March 2016, 387-409
https://doi.org/10.12973/eurasia.2016.1206a
Publication date: 01 Jul 2016
Article Views: 2633
Article Downloads: 4577
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