英语实习教师信息技术融合自我效能感研究
发布时间：2020-12-29 22:52
自我效能感是能否顺利从事某项任务的重要影响因素,其对于信息技术融合,当然也有着举足轻重的作用。前人研究表明,自我效能感对教师使用信息技术有极其重要的影响。一般来说,自我效能感越高,使用信息技术的频率就越高同时也会更加成功。而对于英语实习生来说,在实习学校使用信息技术的最初体验以及因此而体验到的自我效能感将直接影响他们今后在课堂中融合信息技术的态度以及做法。国内外做过大量与信息技术融合相关的研究。国内主要集中于信息技术融合的利弊以及存在的问题,其涉及不同的学科与年级。国外相关的研究主题更为广泛,包括信息技术融合的影响因素,TPACK与信息技术融合的关系等。但是这些研究大都以在职教师,参加过相关培训的职前教师为研究对象,研究信息技术使用的影响因素或者现状。因此研究对象以及话题都存在一定局限。基于此,本研究借鉴已有的研究与理论,以华中师范大学2018级完成教育实习的50位职前英语教师为研究对象,通过调查问卷与访谈相结合的方式,探究其现有的信息技术融合自我效能感水平以及影响因素,以期为提高职前英语教师的信息技术融合自我效能感提供一些合理可行的建议以及启示。本研究的研究问题如下:(1)英语实习教...
【文章来源】：华中师范大学湖北省 211工程院校 教育部直属院校
【文章页数】：64 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
1. Introduction
1.1 Research background
1.2 Research significance and purposes
1.3 Organization of the dissertation
2. Literature Review
2.1 Definition
2.1.1 Student English teacher
2.1.2 Self-efficacy
2.1.3 Self-efficacy on ICT integration
2.2 Self-efficacy theory
2.3 Related studies
2.3.1 Significance of ICT integration
2.3.2 Factors influencing self-efficacy on ICT integration
2.3.3 Teachers' perceptions of ICT integration
2.3.4 The correlation between TPACK and teachers' self-efficacy onICT integration
2.4 Summary
3. Research Design
3.1 Research purposes and research questions
3.2 Research context
3.3 Participants
3.4 Research instruments
3.4.1 ICT integration self-efficacy questionnaire
3.4.2 ICT integration self-efficacy affecting factors questionnaire
3.4.3 Interview
3.5 Research procedure and data collection
4. Results and Discussion
4.1 An overall description of student English teachers' self-efficacy level ofICT integration in English teaching
4.1.1 Detailed analysis of 5 components of student Englishteachers' self-efficacy on ICT integration in English teaching
4.1.1.1 Descriptive analysis of teaching self-efficacy
4.1.1.2 Descriptive analysis of student self-efficacy
4.1.1.3 Descriptive analysis of technology selection self-efficacy
4.1.1.4 Descriptive analysis of self-evaluation outcome expectations
4.1.1.5 Descriptive analysis of social outcome expectations
4.2 Analysis of the factors that influence student English teachers' self-efficacyof ICT integration
4.2.1 An overall description of the factors included in the questionnairethat influence student English teachers' self-efficacy of ICT integrationin English teaching
4.2.1.1 Descriptive analysis of the factors related to cooperatingteacher
4.2.1.2 Descriptive analysis of the factors related to ego
4.2.1.3 Descriptive analysis of the factors related to surroundings
4.2.2 Findings of the interview
4.2.2.1 Student English teachers' perceptions on ICT integrationin English teaching
4.2.2.2 Types of ICT integration used in English teaching
4.2.2.3 Influencing factors
4.3 Discussion
4.3.1 The ICT integration self-efficacy level of student English teachers
4.3.2 Factors influencing student English teachers' self-efficacy ofICT integration
5. Conclusion
5.1 Summary of the major findings
5.2 Implications
5.3 Limitations
Bibliography
Appendix A
Appendix B
Appendix C
本文编号：2946480
【文章来源】：华中师范大学湖北省 211工程院校 教育部直属院校
【文章页数】：64 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
1. Introduction
1.1 Research background
1.2 Research significance and purposes
1.3 Organization of the dissertation
2. Literature Review
2.1 Definition
2.1.1 Student English teacher
2.1.2 Self-efficacy
2.1.3 Self-efficacy on ICT integration
2.2 Self-efficacy theory
2.3 Related studies
2.3.1 Significance of ICT integration
2.3.2 Factors influencing self-efficacy on ICT integration
2.3.3 Teachers' perceptions of ICT integration
2.3.4 The correlation between TPACK and teachers' self-efficacy onICT integration
2.4 Summary
3. Research Design
3.1 Research purposes and research questions
3.2 Research context
3.3 Participants
3.4 Research instruments
3.4.1 ICT integration self-efficacy questionnaire
3.4.2 ICT integration self-efficacy affecting factors questionnaire
3.4.3 Interview
3.5 Research procedure and data collection
4. Results and Discussion
4.1 An overall description of student English teachers' self-efficacy level ofICT integration in English teaching
4.1.1 Detailed analysis of 5 components of student Englishteachers' self-efficacy on ICT integration in English teaching
4.1.1.1 Descriptive analysis of teaching self-efficacy
4.1.1.2 Descriptive analysis of student self-efficacy
4.1.1.3 Descriptive analysis of technology selection self-efficacy
4.1.1.4 Descriptive analysis of self-evaluation outcome expectations
4.1.1.5 Descriptive analysis of social outcome expectations
4.2 Analysis of the factors that influence student English teachers' self-efficacyof ICT integration
4.2.1 An overall description of the factors included in the questionnairethat influence student English teachers' self-efficacy of ICT integrationin English teaching
4.2.1.1 Descriptive analysis of the factors related to cooperatingteacher
4.2.1.2 Descriptive analysis of the factors related to ego
4.2.1.3 Descriptive analysis of the factors related to surroundings
4.2.2 Findings of the interview
4.2.2.1 Student English teachers' perceptions on ICT integrationin English teaching
4.2.2.2 Types of ICT integration used in English teaching
4.2.2.3 Influencing factors
4.3 Discussion
4.3.1 The ICT integration self-efficacy level of student English teachers
4.3.2 Factors influencing student English teachers' self-efficacy ofICT integration
5. Conclusion
5.1 Summary of the major findings
5.2 Implications
5.3 Limitations
Bibliography
Appendix A
Appendix B
Appendix C
本文编号：2946480
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