职前英语教师自我效能感与教学实践的关系研究
发布时间：2024-05-15 03:19
教师的自我效能感是指教师对自己完成某一特定任务和目标的自信水平。教学实践是指教师在课堂上使用的教学方法。英语教师的自我效能感在教学中起着重要作用,并且在某种程度上影响着教师在教学中的表现和教学成果。虽然我们现在处于后交际法时代,但交际法在英语教学中占据着重要地位。基于罗特的控制理论、班杜拉的社会认知理论和社会建构主义,本研究将探索自我效能感如何影响英语教师的教学实践。本研究旨在回答以下三个问题:(1)职前中学英语教师的自我效能感现状如何?(2)职前中学英语教师在使用交际教学法和非交际教学法中更倾向于使用哪种教学法?(3)职前中学英语教师的自我效能感和交际教学法和非交际教学法之间有何关系?175名职前英语教师参与了本次研究。他们完成了教师自我效能感问卷和教学实践问卷两个问卷调查。在此之后,10名职前教师同意接受线上访谈。运用SPSS软件的描述统计、相关分析和多重回归分析来分析和讨论数据结果。研究结果表明:(1)在自我效能感的三个子效能感中,课堂管理和学生参与在自我效能感中作用最为明显。(2)在英语教学中,教师更加倾向于使用交际教学法。(3)自我效能感与教学实践具有正向显著关系。自我效能感...
【文章页数】：67 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter 1 Introduction
1.1 Research background
1.2 Research significance
1.3 Organization of the paper
Chapter 2 Literature Review
2.1 Self-efficacy
2.1.1 Definition of self-efficacy
2.1.2 Sources of self-efficacy
2.2 Teachers’self-efficacy
2.2.1 Teachers’self-efficacy
2.2.2 Pre-service teachers’self-efficacy
2.3 L2 Teaching practice
2.3.1 Definition of teaching practice
2.3.2 English teaching practice
2.4 Summary
Chapter 3 Theoretical Basis
3.1 Rotter’s locus of control theory
3.2 Social cognitive theory
3.3 Constructivism theory
Chapter 4 Research Design
4.1 Research questions
4.2 The participants
4.3 The questionnaires
4.3.1 Questionnaire on self-efficacy
4.3.2 Questionnaire on teaching practices
4.3.3 The reliability and validity of the questionnaires
4.4 The interview
4.4.1 Interview questions on self-efficacy
4.4.2 Interview questions on teaching practices
4.5 Research procedures
4.5.1 Data collection
4.5.2 Data analysis
Chapter 5 Results and Discussion
5.1 Pre-service secondary school English teachers’self-efficacy
5.2 The preference of the pre-service secondary school English teachers in using the two teachingpractices
5.3 The relationship between pre-service secondary school English teachers’self-efficacy andcommunicative versus non-communicative teaching practices
Chapter 6 Conclusion
6.1 Summary of the findings
6.2 Research implications
6.3 Research limitations
References
Appendix A Questionnaires
Appendix B Interviewing Questions
Acknowledgements
本文编号：3973825
【文章页数】：67 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter 1 Introduction
1.1 Research background
1.2 Research significance
1.3 Organization of the paper
Chapter 2 Literature Review
2.1 Self-efficacy
2.1.1 Definition of self-efficacy
2.1.2 Sources of self-efficacy
2.2 Teachers’self-efficacy
2.2.1 Teachers’self-efficacy
2.2.2 Pre-service teachers’self-efficacy
2.3 L2 Teaching practice
2.3.1 Definition of teaching practice
2.3.2 English teaching practice
2.4 Summary
Chapter 3 Theoretical Basis
3.1 Rotter’s locus of control theory
3.2 Social cognitive theory
3.3 Constructivism theory
Chapter 4 Research Design
4.1 Research questions
4.2 The participants
4.3 The questionnaires
4.3.1 Questionnaire on self-efficacy
4.3.2 Questionnaire on teaching practices
4.3.3 The reliability and validity of the questionnaires
4.4 The interview
4.4.1 Interview questions on self-efficacy
4.4.2 Interview questions on teaching practices
4.5 Research procedures
4.5.1 Data collection
4.5.2 Data analysis
Chapter 5 Results and Discussion
5.1 Pre-service secondary school English teachers’self-efficacy
5.2 The preference of the pre-service secondary school English teachers in using the two teachingpractices
5.3 The relationship between pre-service secondary school English teachers’self-efficacy andcommunicative versus non-communicative teaching practices
Chapter 6 Conclusion
6.1 Summary of the findings
6.2 Research implications
6.3 Research limitations
References
Appendix A Questionnaires
Appendix B Interviewing Questions
Acknowledgements
本文编号：3973825
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