DOI QR코드

DOI QR Code

The impacts of teacher education on students' academic achievement and satisfaction in mathematics lessons

  • 투고 : 2018.10.05
  • 심사 : 2018.11.28
  • 발행 : 2018.11.30

초록

Teacher quality is a key factor that determines quality of education. Being aware of this, the Korean government and teachers have been striving to improve teachers' professionalism. Research about the impacts of efforts to enhance teacher professionalism on students' academic achievement and course satisfaction, however, is extremely limited. This study sought to advance our understanding of the relationship between these factors by analyzing what teacher characteristics impact students' achievement and satisfaction. To this end, the study drew on the middle and high school data from 3rd to 6th year survey of the Seoul Educational Longitudinal Study. Structural equational modeling were used as the main approach. Latent profile analysis, a kind of mixture modeling analysis, were used as needed. This study found that teachers' participation in instruction enhancement activity and professional development impact students' attitude toward mathematics lessons and their perception on class atmosphere, and ultimately impact their academic achievement as well as their overall satisfaction in the course. In addition, teachers' use of EBS textbooks and videos impact 3rd grade high schoolers' academic achievement. These findings suggest that effort to improve teacher professionalism positively impact students' academic achievement and course satisfaction, although there is a difference according to the year grade. This study provides implications for education policy makers and teacher educators.

키워드

SHGHBU_2018_v57n4_393_f0001.png 이미지

[Figure 1] The research model

SHGHBU_2018_v57n4_393_f0002.png 이미지

[Figure 2] Effects on students’ mathematics score

SHGHBU_2018_v57n4_393_f0003.png 이미지

[Figure 3] Effects on students’ satisfaction in teacher class activity

SHGHBU_2018_v57n4_393_f0004.png 이미지

[Figure 4] Effects on students’ mathematics course satisfaction

[Table 1] Descriptive statistics of the 3rd grade in middle school (2012) data

SHGHBU_2018_v57n4_393_t0001.png 이미지

[Table 2] Descriptive statistics of the 1st grade in high school (2013) data

SHGHBU_2018_v57n4_393_t0002.png 이미지

[Table 3] Descriptive statistics of the 3rd grade in high school (2015) data

SHGHBU_2018_v57n4_393_t0003.png 이미지

참고문헌

  1. Antoniou, P., & Kyriakides, L. (2013). A Dynamic Integrated Approach to teacher professional development: Impact and sustainability of the effects on improving teacher behaviour and student outcomes. Teaching and Teacher Education, 29, 1-12. https://doi.org/10.1016/j.tate.2012.08.001
  2. Arah, O. A. (2008). The role of causal reasoning in understanding Simpson's paradox, Lord's paradox, and the suppression effect: Covariate selection in the analysis of observational studies. Emerging Themes in Epidemiology, 5(1), 5. https://doi.org/10.1186/1742-7622-5-5
  3. Atweh, B., & Ochoa, M. D. A. (2001). Teachers and school change: Lessons from Mexico. In B. Atweh, H. Forgasz, & B. Nebres (Eds.), Sociocultural research on mathematics education: An international perspective (pp. 167-184). New Jersey: Lawrence Erlbaum.
  4. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes (Ed.), Teaching as the learning profession (pp. 3-32). CA: Jossey-Bass.
  5. Barbosa, J. C., & de Oliveira, A. (2014). Supporting mathematics teachers' learning with educative curricular materials. Journal of Mathematics Education, 7(2), 161-169.
  6. Bausmith, J. M., & Barry, C. (2011). Revisiting professional learning communities to increase college readiness: The importance of pedagogical content knowledge. Educational Researcher, 40, 175-178. https://doi.org/10.3102/0013189X11409927
  7. Begghetto, R. A. (2010). Creativity in classroom. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 447-466). Cambridge: Cambridge University Press.
  8. Camburn, E. M., & Han, S. W. (2015). Infrastructure for teacher reflection and instructional change: An exploratory study. Journal of Educational Change, 16(4), 511-533. https://doi.org/10.1007/s10833-015-9252-6
  9. Capraro, R. M., Capraro, M. M., Scheurich, J. J., Jones, M., Morgan, J., Huggins, K., S., Corlu, S., Younes, R., & Han. S. Y. (2016). Impact of sustained professional development in STEM PBL on outcome measures in a diverse urban district. Journal of Educational Research, 109(2),181-196. https://doi.org/10.1080/00220671.2014.936997
  10. Cochran-Smith, M., & Zeichner, M. K. (2005). Studying teacher education: The report of the AERA Panel on Research and Teacher Education. Mahwah, NJ: Erlbaum.
  11. Corlu, M. S. (2012). A pathway to STEM education: Investigating pre-service mathematics and science teachers at Turkish universities in terms of their understanding of mathematics used in science (Unpublished doctoral dissertation). Texas A&M University, College Station, TX.
  12. Crespo, S. (2006). Elementary teacher talk in mathematics study groups, Educational Studies in Mathematics, 63(1), 29-56. https://doi.org/10.1007/s10649-005-9006-0
  13. Dede, C., Ketelhut, D., Whitehouse, P., Breit, L., & McCloskey, E. M. (2008). A research agenda for online teacher professional development. Journal of Teacher Education, 60(1), 8-19. https://doi.org/10.1177/0022487108327554
  14. Denton, J. J., Davis, T. J., Smith, B. L., Beason, L., & Strader, R. A. (2005, February). The development and implementation of an online professional development model for pre-service teachers education. Paper presented at the annual meeting of the Southwest Educational Research Association, New Orleans, LA.
  15. Dudley, P. (2013). Teacher learning in Lesson Study: What interaction-level discourse analysis revealed about how teachers utilised imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils’ learning. Teaching and Teacher Education, 34, 107-121. https://doi.org/10.1016/j.tate.2013.04.006
  16. Duff, R. E., Brown, M. H., & van Scoy, I. J. (1995). Reflection and self-evaluation: Keys to professional development. Young Children, 50(4), 81-88.
  17. Fishman, B., Konstantopoulos, S., Kubitskey, B. W., Vath, R., Park, G., Johnson, H., & Edelson, D. C. (2013). Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation. Journal of Teacher Education, 64(5), 426-438. https://doi.org/10.1177/0022487113494413
  18. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945. https://doi.org/10.3102/00028312038004915
  19. Guskey, T. R. (2003). Analyzing lists of the characteristics of effective professional development to promote visionary leadership. NASSP Bulletin, 87(637), 4-20. https://doi.org/10.1177/019263650308763702
  20. Han, S. Y. (2013). The Impact of STEM PBL Teacher Professional Development on Student Mathematics Achievement in High Schools (Doctoral dissertation). Retrieved from OAKTrust.
  21. Harris, D. N., & Sass, T. R. (2007). Teacher training, teacher quality and student achievement. Journal of public economics, 95(7-8), 798-812. https://doi.org/10.1016/j.jpubeco.2010.11.009
  22. Hur, J. W., & Brush, T. A. (2009). Teacher Participation in Online Communities. Journal of Research on Technology in Education, 41(3), 279-303. https://doi.org/10.1080/15391523.2009.10782532
  23. Jacob, B. A., & Lefgren, L. (2004). The impact of teacher training on student achievement: Quasi-experimental evidence from school reform efforts in Chicago, The Journal of Human Resources, 29(1), 50-79.
  24. Kang, N.-H. & Park, Y. (2010). Identification of instructional components to increase students’ interest and creativity in American science classrooms. Journal of Science Education, 34(2), 421-431. https://doi.org/10.21796/jse.2010.34.2.421
  25. Kang, J. W. (2001). The relation structure between principals’ instruction leadership and student achievement. Journal of Yeolin Education, 9(2), 255-279.
  26. Kim, A. Y. & Cha, J. E. (2003). Multi-level analysis of the effects of teacher-efficacy and students’ academic self-efficacy on academic achievement. Korean Journal of Educational Psychology, 17(2), 25-43.
  27. Lee, H.-S. & Chung, J.-Y. (2011). An analysis of the influence of teachers’ traits on student achievement: Focusing on teachers’ efforts to enhance professionality in TIMSS 2007. Journal of Korean Teacher Education, 28(1), 243-366. https://doi.org/10.24211/tjkte.2011.28.1.243
  28. Lewis, C., & Perry, R. (2006). How should research contribute to instructional improvement? The case of lesson study, Educational Researcher, 35(3), 3-14.
  29. Males, L. M., Otten, S., & Herbel-Eisenmann, B. A. (2010). Challenges of critical colleagueship: Examining and reflecting on mathematics teacher study group interactions. Journal of Mathematics Teacher Education, 13(6), 459-471. https://doi.org/10.1007/s10857-010-9156-6
  30. Meiers, M., & Ingvarson, L. (2005). Investigating the links between teacher professional development and student learning outcomes, Vol. 1. Australia: Australian Council for Educational Research, Department of Education, Australian Government.
  31. Muthen, L. K., & Muthen, B. (2015). Mplus. The comprehensive modelling program for applied researchers: user's guide, 5.
  32. Nam, H. W., & Lee, K. T. (2002). The effect of in-class differentiated collaborative learning on students’ academic achievement and attitude. Soonchunhyang Journal Institute of Humanities, 10, 47-68.
  33. Pearl, J. (2009). Causal inference in statistics: An overview. Statistics Surveys, 3, 96-146. https://doi.org/10.1214/09-SS057
  34. Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics self-efficacy through teacher training. Journal of Advance Academics, 18(2), 278-312.
  35. Pyo, J. H., Lee, K. M., & Jeong, S. H. (2010). The effect of intrinsic motivation of physical subject and teaching behavior of physical education teacher on class satisfaction in physical education of middle school students. Korean Society for the Study of Physical Education, 15(2), 311-324.
  36. Reason, P., & Bradbury, H. (Eds.). (2001). Handbook of action research: Participative inquiry and practice. London: Sage Publications.
  37. Sedova, K., Sedlacek, M., & Svaricek, R. (2016). Teacher professional development as a means of transforming student classroom talk. Teaching and Teacher Education, 57, 14-25. https://doi.org/10.1016/j.tate.2016.03.005
  38. Siegle, D. & McCoach, D. B. (2007). Increasing student mathematics self-efficacy through teacher training. Journal of Advanced Academics, 18(2), 278-312.
  39. So, Y.-H. (2012). The effects of perceived teachers’ creative instructional leadership on creativity in elementary school students: A mediation effect of course satisfaction. Journal of Child Education, 21(3), 67-81.
  40. Sung, E., Leem, J., & Kim, S. (2010). Affects of visualization tendency of attitude on subject, learning flow, and learning satisfaction through the IPTV based instruction in elementary school. Journal of Elementary Education, 23(3), 293-320.
  41. Timperley, H. S., & Phillips, G. (2003). Changing and sustaining teachers’ expectations through professional development in literacy. Teaching and Teacher Education, 19(6), 627-641. https://doi.org/10.1016/S0742-051X(03)00058-1
  42. Villalta-Cerdas, A., McKeny, P., Gatlin, T., & Sandi-Urena, S. (2015). Evaluation of instruction: students’ patterns of use and contribution to RateMyProfessors.com. Assessment & Evaluation in Higher Education, 40(2), 181-198. https://doi.org/10.1080/02602938.2014.896862
  43. Vogt, F., & Rogalla, M. (2009). Developing adaptive teaching competency through coaching. Teaching and Teacher Education, 25(8), 1051-1060. https://doi.org/10.1016/j.tate.2009.04.002
  44. Wiliam, D. (2010). Teacher quality: How to get more of it. In Spectator 'Schools Revolution' conference (March 2010). Retrieved from: http://www.dylanwiliam.org/Dylan_Wiliams_website/Papers_files/Spectator%20talk.doc.
  45. Yackel, E. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458-477. https://doi.org/10.2307/749877