competency-based practices; confirmatory factor analysis; differentiated instruction; formative assessment; structural equation modeling; teaching practices; theory of planned behavior; Psychology (all)
Résumé :
[en] [en] INTRODUCTION: In Luxembourg, competency-based practices (CBP), differentiated instruction (DI), and formative assessment (FA) have been imposed by the 2009 school law. Referring to the Theory of Planned Behavior (TPB), this study examined factors influencing the implementation of these practices in classrooms.
METHODS: Teachers participated in an online survey assessing their attitudes, subjective norm, perception of behavioral control, intention, and pedagogical practices regarding CBP, DI, or FA. Measurement models were used in structural equation models testing the TPB.
RESULTS: If the main relationships postulated by the theory were confirmed, some inconstancies were observed depending on the targeted practices. Structural equation TPB models controlling for gender, experience, teaching level, and socio-economic level of the school population explained between 20 and 45% of the variance in teachers' practices, and between 65 and 75% of the variance in teachers' intention to use these practices.
DISCUSSION: The relevance of the TPB for studying teaching practices and implications for professional training are discussed.
Disciplines :
Education & enseignement
Auteur, co-auteur :
DIERENDONCK, Christophe ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) > Lifelong Learning and Guidance
Poncelet, Débora; Department of Education and Social Work, Institute for Lifelong Learning and Guidance, University of Luxembourg, Luxembourg, Luxembourg
Tinnes-Vigne, Mélanie; Department of Education and Social Work, Institute for Lifelong Learning and Guidance, University of Luxembourg, Luxembourg, Luxembourg
Co-auteurs externes :
no
Langue du document :
Anglais
Titre :
Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior.
The author(s) declare financial support was received for the research, authorship, and/or publication of this article. This study has been funded by the Observatoire de l’Enfance, de la Jeunesse et de la Qualité Scolaire in Luxembourg.
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