在职教师和师范生教师效能感的对比研究

发布时间：2020-12-12 09:55

　　自90年代中期以来,西方已有不少学者开始提倡进行“教师研究”(TESOLJournal,1994/4),这表明,教师作为教学实施者乃至研究者的作用日益得到再认识,需要加强关于教师信念方面的研究。作为教师信念的重要组成部分之一,教师效能感是教师对自己在影响学生行为方面能力高低的自我评价(Bergman,McLaughlin,Bass,Pauly&Zellman,1977),是影响教学行为的主要因素之一,也是少数与学生行为有关的教师因素之一。Gibson和Dembo(1984)指出:“我们能够预见,比起在影响学生学习能力方面表现出过低期望的老师,相信学生的学习能被有效的教学所影响,并且相信自身教学能力的老师能够在教学领域坚持得更久,更专注于课堂活动,也能为学生提供各方面的反馈意见。”从教师教育和在职教师培训中发展教师效能感的角度来说,“培养师范生的教师效能感以确保他们自信能在适当的时候学有所用是非常重要的(Gorrell&Capron,1990)”。然而,比较在职教师和师范生效能感的研究却相对较少,而且在为数不多的此类研究中大多数都是研究美国国内教师效能感的(Pigge&a... 

【文章来源】：西南大学重庆市 211工程院校 教育部直属院校

【文章页数】：77 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
内容摘要
Chapter One Introductjon
    1.1 Research Background
    1.2 Orientation of the Present Study
    1.3 Significance of the Present Research
    1.4 Organization of the Dissertation
Chapter Two Literature Review
    2.1 Teacher efficacy and instructional practices in classroom
    2.2 Teacher efficacy and classroom management
    2.3 Teacher efficacy and guidance
    2.4 Teacher efficacy and teachers' commitment to teaching activities
    2.5 Teacher efficacy and teachers' stress and burnout
    2.6 Teacher efficacy and student performance
Chapter Three Theoretical Foundations for the Present Study
    3.1 Sources of Teacher Efficacy
        3.1.1 Rotter's locus of control theory
        3.1.2 Bandura's self-efficacy theory
    3.2 Definition of Teacher Efficacy
Chapter Four Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Instrumentation
        4.3.1 Questionnaire
        4.3.2 Interview
    4.4 Procedure
Chapter Five Results and Discussion
    5.1 Inservice Teacher Efficacy
        5.1.1 General level of inservice teacher efficacy
        5.1.2 Degree difference in inservice teacher efficacy
        5.1.3 Experience difference in inservice teacher efficacy
    5.2 Preservice Teacher Efficacy
        5.2.1 General level of perservice teacher efficacy
        5.2.2 Grade difference in preservice teacher efficacy
        5.2.3 Gender difference in preservice teacher efficacy
        5.2.4 Experience difference in preservice teacher efficacy
        5.2.5 Correlative analysis of preservice teacher efficacy
    5.3 Comparison Between Inservice and Preservice Teacher Efficacy
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications for Teacher Education
        6.2.1 Establishing social support
        6.2.2 Establishing support from schools and universities
        6.2.3 Adopting effective teacher training model
        6.2.4 Adopting teaching assessment system
    6.3 Limitations
    6.4 Suggestions for Future Research
References
Appendix 1 List of Abbreviation
Appendix 2 教师效能感问卷
Appendix 3 访谈问题


【参考文献】：
期刊论文
[1]论教师效能感及其提高[J]. 黄喜珊,冯海志.  肇庆学院学报. 2006(01)
[2]一种新的教师评价观:发展性教师评价[J]. 张祥明.  福建教育学院学报. 2001(01)
[3]论教师的教学效能感[J]. 辛涛.  应用心理学. 1996(02)



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