Page 84 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 84
et C. De Boer, Marie-Christine J. L. Opdenakker, and Alexander E. M. G. Minnaert
strument for assessing teachers’ instructional practice (VanTassel-Baska
et al., 2008; VanTassel-Baska, Quek, & Feng, 2006), and
– the Teacher-Observation Form (TOF), an evaluation instrument for
teacher behaviour (Peters & Gates, 2010),
and, (b) three subscales of the ‘Teacher Report Form’ from a translated ver-
sion of the ‘Teacher as Social Context Questionnaire’ (Belmont et al., 1992;
Sierens et al., 2009), comprising motivating teaching strategies according to
the SDT framework (Involved, Structured, and Autonomy-supportive teach-
ing strategies).
Both the COS-R, and the TOF have been thoroughly researched and de-
veloped, and their validity and reliability have been well documented in
the literature (Feldhusen & Hansen, 1987, 1988; Hansen & Feldhusen, 1994;
VanTassel-Baska et al., 2008; VanTassel-Baska, Quek, & Feng, 2005; VanTassel-
Baska, Quek, et al., 2006; Peters & Gates, 2010).
For their study, De Boer and colleagues have selected and adapted several
scales and items from the above mentioned instruments on aspects of struc-
tured teacher behaviour, on aspects of autonomy-supportive teacher be-
haviour, and on aspects of involved teacher behaviour (see Table 2). Sample
items include: ‘The teacher indicates how the lesson is planned’ (structured
teacher behaviour), ‘The teacher provides opportunities for students to ex-
plore and to develop new ideas’ (autonomy-supportive teacher behaviour),
and ‘The teacher is enthusiastic towards her/his students’ (involved teacher
behaviour). From the three subscales of the ‘Teacher Report Form’ (Structure,
Autonomy Support, and Involvement), sample items include: ‘The teacher
gives directions to students on how to carry out their assignments’ (struc-
ture), ‘The teacher provides opportunities for students to make choices ac-
cording to their own interests’ (autonomy support), and ‘The teacher sets in-
dividual students’ minds at ease if necessary’ (involvement) (see Table 3).
The in-class teacher observation form encompasses 69 items: 29 items for
structured teacher behaviour, 30 items for autonomy-supportive teacher be-
haviour, and 9 items for involved teacher behaviour. Teacher behaviour is as-
sessed by a four-point scale, which ranges from ‘not observed’ to ‘(almost)
perfectly executed:’
0 ‘Not observed during this lesson,’ that is, the teacher does not show the
behaviour during the observed lesson.
1 ‘Sometimes observed during this lesson,’ that is, the teacher shows the
behaviour occasionally during the observed lesson.
82
strument for assessing teachers’ instructional practice (VanTassel-Baska
et al., 2008; VanTassel-Baska, Quek, & Feng, 2006), and
– the Teacher-Observation Form (TOF), an evaluation instrument for
teacher behaviour (Peters & Gates, 2010),
and, (b) three subscales of the ‘Teacher Report Form’ from a translated ver-
sion of the ‘Teacher as Social Context Questionnaire’ (Belmont et al., 1992;
Sierens et al., 2009), comprising motivating teaching strategies according to
the SDT framework (Involved, Structured, and Autonomy-supportive teach-
ing strategies).
Both the COS-R, and the TOF have been thoroughly researched and de-
veloped, and their validity and reliability have been well documented in
the literature (Feldhusen & Hansen, 1987, 1988; Hansen & Feldhusen, 1994;
VanTassel-Baska et al., 2008; VanTassel-Baska, Quek, & Feng, 2005; VanTassel-
Baska, Quek, et al., 2006; Peters & Gates, 2010).
For their study, De Boer and colleagues have selected and adapted several
scales and items from the above mentioned instruments on aspects of struc-
tured teacher behaviour, on aspects of autonomy-supportive teacher be-
haviour, and on aspects of involved teacher behaviour (see Table 2). Sample
items include: ‘The teacher indicates how the lesson is planned’ (structured
teacher behaviour), ‘The teacher provides opportunities for students to ex-
plore and to develop new ideas’ (autonomy-supportive teacher behaviour),
and ‘The teacher is enthusiastic towards her/his students’ (involved teacher
behaviour). From the three subscales of the ‘Teacher Report Form’ (Structure,
Autonomy Support, and Involvement), sample items include: ‘The teacher
gives directions to students on how to carry out their assignments’ (struc-
ture), ‘The teacher provides opportunities for students to make choices ac-
cording to their own interests’ (autonomy support), and ‘The teacher sets in-
dividual students’ minds at ease if necessary’ (involvement) (see Table 3).
The in-class teacher observation form encompasses 69 items: 29 items for
structured teacher behaviour, 30 items for autonomy-supportive teacher be-
haviour, and 9 items for involved teacher behaviour. Teacher behaviour is as-
sessed by a four-point scale, which ranges from ‘not observed’ to ‘(almost)
perfectly executed:’
0 ‘Not observed during this lesson,’ that is, the teacher does not show the
behaviour during the observed lesson.
1 ‘Sometimes observed during this lesson,’ that is, the teacher shows the
behaviour occasionally during the observed lesson.
82
