我国高校教师教育者自我效能感研究

发布时间：2018-03-30 03:09

本文选题：高校教师教育者　切入点：教师自我效能感　出处：《上海外国语大学》2017年硕士论文

【摘要】：目前,国内外对教师教育与教师专业发展等研究领域都开展了大量的研究。其中教师教育者作为培养未来教师的教师,他们在教师教育领域发挥着越来越重要的作用。国外已经有研究者从自我效能感角度对教师教育者这一特殊教师群体的专业发展进行研究,而我国对于高校教师教育者的自我效能感却少有人涉及。因此,本研究拟在教师教育者领域与自我效能感领域现有较为丰富的研究成果基础上,探讨我国高校教师教育者的自我效能感现状、分析不同水平的自我效能感又是否会影响其专业发展,从而从自我效能感角度为促进教师专业发展提供建设性意见。同时,对我国高校教师教育者自我效能感的影响因素以及自我效能感与教师专业发展的关系进行分析,以此为我国高校教师教育者的自我发展与教育管理者的科学管理提供理论依据与支撑。在国内外相关研究的基础上,本研究选取来自我国10个不同省、直辖市高校的教师教育者174人进行了调查研究,其中问卷分别从教学策略、课堂管理、学生参与、学术研究与绩效评价这五个与高校教师教育者日常工作紧密相连的方面对教师自我效能感的现状进行分析并结合访谈结果回答了研究问题。对本研究的调查数据与分析结果表明当前我国高校教师教育者自我效能感整体上处于中等水平,而这五方面的自我效能感中,高校教师教育者在教学策略、课堂管理与学生参与三方面自我效能感较高,而在学术研究与绩效评价两方面的自我效能感则处在较低水平。将所收集的数据通过独立样本T检验进一步发现,不同教师教育者的不同背景信息以及教师专业发展的相关因素对自我效能感都有不同程度的影响,且影响教师教育者专业发展的因素也同时会影响其自我效能感水平。针对上述结论,本文从教师教育者与高校教育管理者两个角度,对提高高校教师教育者的自我效能感与促进其专业发展都提出了建议,如教师教育者自身与教育管理者都应将教师教育者与一般高校教师区别开来,应明确高校教师教育者的角色定位,开设专门的促进其专业发展的培训与课程,并促进不同类型高校教师教育者开展合作学习。
[Abstract]:At present, a great deal of research has been carried out in the fields of teacher education and teacher professional development, among which teacher educators are the teachers who train future teachers. They are playing a more and more important role in the field of teacher education. From the perspective of self-efficacy, some researchers abroad have studied the professional development of teacher educators as a special group of teachers. However, the self-efficacy of teachers in colleges and universities is seldom involved in our country. Therefore, this study is based on the rich research results in the field of teacher educators and self-efficacy. This paper probes into the present situation of teachers' self-efficacy in colleges and universities in China, analyzes whether different levels of self-efficacy will affect their professional development, and provides constructive suggestions for promoting teachers' professional development from the perspective of self-efficacy. This paper analyzes the influencing factors of teachers' self-efficacy and the relationship between self-efficacy and teachers' professional development. This provides the theoretical basis and support for the self-development of teachers and educators and the scientific management of educational managers. Based on the relevant research at home and abroad, this study selects 10 different provinces in China. A total of 174 teachers and educators in colleges and universities directly under the Central Government were investigated. The questionnaires were based on teaching strategies, classroom management, and student participation, respectively. The five aspects of academic research and performance evaluation, which are closely related to the daily work of teachers and educators in colleges and universities, analyze the present situation of teachers' self-efficacy and answer the research questions with the results of interviews. The results show that the self-efficacy of teachers in colleges and universities in China is at the middle level. Among the five aspects of self-efficacy, teachers and educators in colleges and universities have a higher sense of self-efficacy in three aspects: teaching strategy, classroom management and students' participation. However, the self-efficacy in academic research and performance evaluation is at a low level. The collected data are further found through independent sample T test. The different background information of different teacher educators and the related factors of teachers' professional development have different effects on self-efficacy. The factors that affect the professional development of teachers and educators will also affect the level of self-efficacy. Some suggestions are put forward to improve the sense of self-efficacy and promote the professional development of teachers and educators in colleges and universities. For example, teachers and educators themselves and education administrators should distinguish teachers from ordinary university teachers. It is necessary to define the role of teachers and educators in colleges and universities, set up special training and courses to promote their professional development, and promote cooperative learning among teachers and educators of different types of colleges and universities.
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G645.1

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