教师效能感对教师TOPLC行为投入的影响作用研究

发布时间：2018-12-21 17:09

【摘要】：本文基于对教师在线专业学习社区(TOPLC)"东篱园"成员的效能感调查和在线数据挖掘,通过相关分析、差异性检验和社会网络分析,考察教师四个效能感变量(一般自我效能感、个人教学效能感、人际交往效能感和信息素养效能感)对教师TOPLC行为投入的影响。研究发现:教师TOPLC行为投入受教师多个相关效能感变量的影响,整体效能感和人际交往效能感与教师的相关TOPLC行为投入呈显著正相关;一般自我效能感、个人教学效能感和人际交往效能感的高分组和低分组教师在TOPLC行为总投入和多类子投入上存在显著差异。其中,前两类效能感高分组教师在社区社会网络中通常处于核心位置。作者期望本文为分析教师效能感与其专业发展投入间的关系、优化TOPLC设计提供依据。
[Abstract]:This paper is based on the investigation and online data mining of the members of the teacher's online professional learning community (TOPLC) "Donglei Garden", through correlation analysis, difference test and social network analysis. The effects of four variables of teachers' efficacy (general self-efficacy, personal teaching efficacy, interpersonal efficacy and information literacy efficacy) on teachers' TOPLC behavior were investigated. It is found that teachers' TOPLC behavior involvement is influenced by teachers' related efficacy variables, and the overall efficacy and interpersonal efficacy are positively correlated with teachers' related TOPLC behavior input. There are significant differences between the high score group and the low group teacher in the total TOPLC behavior input and the multi-class sub-engagement. The general self-efficacy, the personal teaching efficacy and the interpersonal efficacy are significantly different between the high score group and the low group teacher. Among them, the first two types of high-efficacy group teachers are usually in the core position in the community social network. The author expects this paper to provide the basis for analyzing the relationship between teachers' efficacy and their professional development investment and optimizing the design of TOPLC.
【作者单位】：北京师范大学远程教育研究中心;北京语言大学网络教育学院;
【基金】：2012年度北京师范大学自主科研基金项目(2012WYB08)成果之一中央高校基本科研业务费专项资金资助
【分类号】：G451

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