教育实习对英语教育硕士开展课堂活动自我效能感的影响探究

发布时间：2023-03-29 17:45

　　自20世纪九十年代至今,国内外学者对教师自我效能感的研究主要从教师效能感现状及其影响因素方面进行了探讨。在2017年颁布的以学科核心素养为导向的《国家高中英语课程标准》把课堂活动提升到新高度的背景下,针对现有41所教育硕士招生高校的数以万计教育硕士,探讨课堂活动对其自我效能感的影响,对提升新入职初高中教师的素质有积极意义。而此类院校为教育硕士积累教学经验而安排的教育实习,恰为研究者提供了在具体教学情境中探索教育硕士教师自我效能感的机会。因此,本研究以国内一所师范大学外国语学院的55名英语教育硕士为参与者,探索教学实习对英语教育硕士课堂活动自我效能感的影响。本研究选取了问卷和访谈两种研究工具来收集数据。问卷被两次分发给英语教育硕士,一次是在教学实习之前,另一次是在教学实习结束后的两周后。问卷收集的数据通过SPSS(版本25.0)进行统计分析。此外,通过比较教育实习前后的统计数据,研究者选择了六名典型的教育硕士作为受访者。访谈是为了进一步补充定量分析。收集的数据全部用于回答以下三个问题:(1)在教育实习之前,英语教育硕士的课堂活动自我效能感有哪些特征?(2)教育实习之后,英语教育硕士的课堂...

【文章页数】：61 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
摘要
Abstract
1. Introduction
    1.1 Background of the research
    1.2 Research significance and purposes
    1.3 The layout of the dissertation
2. Literature Review
    2.1 Classroom activity
        2.1.1 Definition of classroom activity
        2.1.2 Relevant studies on classroom activity
            2.1.2.1 Relevant studies on classroom activity abroad
            2.1.2.2 Relevant studies on classroom activity at home
    2.2 Teacher self-efficacy
        2.2.1 Definition of teacher self-efficacy
        2.2.2 The impact of teacher self-efficacy
        2.2.3 Factors influencing teacher self-efficacy
        2.2.4 Relevant researches on pre-service teacher self-efficacy during practicum
            2.2.4.1 Studies on pre-service teacher self-efficacy during practicum abroad
            2.2.4.2 Studies on pre-service teacher self-efficacy during practicum athome
    2.3 Relevant researches on teacher self-efficacy and English classroom teaching
        2.3.1 Studies on teacher self-efficacy and classroom teaching abroad
        2.3.2 Studies on teacher self-efficacy and classroom teaching at home
3. Research Design
    3.1 Research questions
    3.2 Participants and context
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Data collection and analysis
4. Results and Discussion
    4.1 Results
        4.1.1 The characteristics of M.Ed. English teachers' self-efficacy on classroom activity before teaching practicum
            4.1.1.1 Overall strength of M.Ed. English teachers' self-efficacy on classroom activity before teaching practicum
            4.1.1.2 M.Ed. Teachers' personal factors and their self-efficacy on classroom activity
        4.1.2 Changes of M.Ed. English teachers' self-efficacy on classroom activity after teaching practicum
            4.1.2.1 General changes of the M.Ed. English teachers' self-efficacy on classroom activity after the practicum
            4.1.2.2 Changes of the M.Ed. English teachers' self-efficacy on classroom activity about four dimensions
        4.1.3 Possible causes of the changes in M.Ed. English teachers' self-efficacy on classroom activity
    4.2 Discussion
        4.2.1 Positive status quo of M.Ed. English teachers' self-efficacy on classroom activity
        4.2.2 Gender difference revealed in M.Ed. English teachers' self-efficacy on classroom activity
        4.2.3 Significant changes in M.Ed. English teachers' self-efficacy on activity organization and implementation
        4.2.4 Insignificant changes in M.Ed. English teachers' self-efficacy on activity design and feedback
        4.2.5 Experiences greatly helping enhance M.Ed. English teachers' self-efficacy on classroom activity
5. Conclusions
    5.1 Major findings
    5.2 Implications
    5.3 Limitations
    5.4 Research Suggestions
Bibliography
Appendix
    Appendix Ⅰ
    Appendix Ⅱ



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