مقاله انگلیسی رایگان در مورد اثر آموزش متمایز بر استرس و رضایت شغلی معلمان – الزویر ۲۰۲۳

مقاله انگلیسی رایگان در مورد اثر آموزش متمایز بر استرس و رضایت شغلی معلمان – الزویر ۲۰۲۳

 

مشخصات مقاله
ترجمه عنوان مقاله تاثیر آموزش متمایز بر استرس و رضایت شغلی معلمان
عنوان انگلیسی مقاله The effects of differentiated instruction on teachers’ stress and job satisfaction
نشریه الزویر
انتشار مقاله سال ۲۰۲۳
تعداد صفحات مقاله انگلیسی ۱۲ صفحه
هزینه دانلود مقاله انگلیسی رایگان میباشد.
نوع نگارش مقاله
مقاله پژوهشی (Research Article)
مقاله بیس این مقاله بیس میباشد
نمایه (index) Scopus – Master Journal List – JCR
نوع مقاله ISI
فرمت مقاله انگلیسی  PDF
ایمپکت فاکتور(IF)
۴٫۳۹۸ در سال ۲۰۲۰
شاخص H_index ۱۳۵ در سال ۲۰۲۲
شاخص SJR ۱٫۹۴۵ در سال ۲۰۲۰
شناسه ISSN ۰۷۴۲-۰۵۱X
شاخص Quartile (چارک) Q1 در سال ۲۰۲۰
فرضیه ندارد
مدل مفهومی ندارد
پرسشنامه ندارد
متغیر دارد
رفرنس دارد
رشته های مرتبط علوم تربیتی – روانشناسی
گرایش های مرتبط مدیریت و برنامه ریزی آموزشی – روانشناسی صنعتی و سازمانی
نوع ارائه مقاله
ژورنال
مجله  تدریس و تربیت معلم – Teaching and Teacher Education
دانشگاه Professional School of Education, Humboldt-Universitat zu Berlin, Berlin, Germany
کلمات کلیدی ناهمگونی – تنوع دانش آموزی – آموزش متمایز – استرس معلمان – رضایت شغلی معلمان
کلمات کلیدی انگلیسی heterogeneity – Student diversity – Differentiated instruction – Teachers’ stress – Teachers’ job satisfaction
شناسه دیجیتال – doi
https://doi.org/10.1016/j.tate.2022.103962
لینک سایت مرجع https://www.sciencedirect.com/science/article/pii/S0742051X22003377
کد محصول e17338
وضعیت ترجمه مقاله  ترجمه آماده این مقاله موجود نمیباشد. میتوانید از طریق دکمه پایین سفارش دهید.
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فهرست مطالب مقاله:
Abstract
۱ Introduction
۲ Differentiated instruction
۳ Teachers’ stress and job satisfaction
۴ Research questions
۵ Method
۶ Study 1: quantitative study
۷ Results
۸ Study 2: qualitative study
۹ Discussion
۱۰ Limitations
۱۱ Conclusion
Data availability
References

بخشی از متن مقاله:

Abstract

     Following an embedded sequential explanatory mixed-method research design in which quantitative and qualitative data were merged, this paper examines teachers’ experiences of stress and job satisfaction and their relation to the DI practice. The quantitative study uses data from the National Educational Panel Study in Germany (N = 209 teachers), while the qualitative study analyses interview responses of 24 secondary school teachers. Findings reveal that teachers experience positive effects from implementing DI, but also perceive the practice as slightly stressful. Additionally, the paper discusses teachers’ DI training needs and the implications of the results, and calls for further research.

Introduction

     In their classroom, teachers around the world are confronted with a highly diverse student population that differs not only in performance and academic readiness, but also in their learning preferences, cultural backgrounds, language competence, learning styles, and motivation, as well as social, methodological, and self-regulatory competencies (Hardy et al., 2019; Jokinen et al., 2012). In order to maximize each student’s learning potential, policymakers, and researchers urge teachers to embrace student diversity and adapt their instruction to the diverse learning needs of the students in their classrooms (e.g., Unesco, 2017).

     One pedagogical approach that acknowledges the differences among learners and aims to respond effectively to students’ varying learning needs is “differentiated instruction” (DI). DI is an approach by which teachers aim to provide optimal learning for all by carefully aligning learning tasks and activities with students’ learning needs (Roy et al., 2013; Tomlinson, 2014, 2017). Research has documented the positive effects of DI across the educational settings in which it has been implemented, reporting positive effects of DI on student achievement as well as learning interest and self-confidence (Eysink et al., 2017; Johnsen, 2003; Mc Quarrie & Mc Rae, 2010).

Conclusion

     Previous studies on DI have mostly focused on the positive effects of DI towards students. On the other hand, effects on teachers have been somewhat ignored. To summarise, the findings from this study confirmed that teacher practice of DI is a “two-sided coin” when it comes to focusing on the effects on teachers. There are, without doubt, positive effects on teachers’ job satisfaction which arise from perceptions of achievement, for instance. However, there are negative effects resulting from teachers’ implementation of DI that mainly originate from lack of time, support and workload associated with DI produces. Therefore, future research would need to gain more insights into teachers’ working environments (e.g. resources) and other requirements (e.g. teacher training) to find out what is needed for high-quality implementation of DI without negative effects on teachers’ well-being (e.g. teachers stress level and job satisfaction). Improving conditions to more easily implement DI would make the “positive side” of DI more visible. If teachers are able to experience more positive feelings and attitudes towards DI, the implementation rate would probably increase.

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