skip to main content
語言:
資源種類 顯示結果: 顯示結果: 查詢種類 索引

國小教師使用 Facebook 專業學習社群現況、 參與動機與態度之調查研究

林芳如 尹玫君 2015

線上取得

  • 題名:
    國小教師使用 Facebook 專業學習社群現況、 參與動機與態度之調查研究
  • 著者: 林芳如
  • 尹玫君
  • 主題: 專業學習社群、Facebook、教師專業成長、參與動機、參與態度、國小教師
  • 描述: 本研究旨在瞭解國小教師使用Facebook 專業學習社群現況、參與動機與態度、不同背景變項之教師在參與動機與態度上的差異、參與動機與態度兩者間的相關性，以及國小教師對此種專業成長模式的看法。本研究以參與「溫老師備課Party」的國小教師為研究對象，進行線上問卷調查，篩選出537 份具實質參與的受詴問卷，將所得資料以描述統計、t 檢定、單因子變異數分析、Pearson 積差相關等統計方法進行分析，輔以5位教師進行個別深入訪談，以補充量化資料的不足。根據問卷分析與訪談彙整的結果，獲致研究結論如下: 一、國小教師參與Facebook 專業學習社群動機構陎呈現多個傾向並重，以「學習自主適性化」、「專業進展」與「求知興趣」最為強烈，以滿足內在動機為主 二、國小教師參與Facebook 專業學習社群態度表現積極 三、不同性別、婚姻狀況、在校職務、學校規模背景變項的國小教師參與Facebook 專業學習社群動機呈現顯著差異；男性教師在「Facebook 系統輔助」構陎上傾向高於女性；已婚的國小教師在「求知興趣」構陎上傾向高於未婚；未婚的國小教師在「專業進展」構陎上傾向高於已婚；未兼任行政的科任教師在「Facebook 系統輔助」構陎上傾向高於未兼任行政工作的導師；學校規模在13~24 班的國小教師在「社交關係」構陎上傾向高於49 班(含)以上的國小教師 四、不同性別、服務年資、在校職務、學校規模的國小教師參與Facebook 專業學習社群態度表現一致；僅婚姻狀況在「目標價值」構陎有顯著差異，已婚教師較未婚教師積極 五、參與動機中的「求知興趣」、「專業進展」、「社交關係」與「學習自主適性化」構陎與參與態度五個構陎具有中等程度正向相關 六、國小教師認同Facebook 專業學習社群專業成長模式，並給予高度的肯定 The purposes of this study were to investigate the motivation and attitude in network learning communities on Facebook of elementary school teachers, to understand the differences in motivation and attitude among different teachers’ background and teacher’s view of professional development. The subjects were elementary school teachers who joined―Teacher Wen’s lessons preparation party‖ and online survey was employed for sampling collection. A total of 537 involvement teachers’ questionnaires were collected. Furthermore, the data was analyzed using by various statistical methods, including descriptive statistics, t test,oneway analysis of variance and Pearson product-moment correlations, supplemented by in-depth interview of 5 teachers to meet the insufficiency of quantitative data. Based on the analysis of questionnaire data and interview content, the conclusions of major findings were as follows: 1. Teachers highly agree with network professional learning communities on Facebook and their participation were mainly due to intrinsic motivation. 2. Elementary school teachers’ motivation toward network professional learning communities on Facebook focus on multiple aspects, especially on ―self-adaptive learning‖, ―professional development‖ and ―learning desires.‖ 3. Elementary school teachers have positive attitudes toward virtual professional learning communities on Facebook. 4. There were significant differences of elementary school teachers’ motivation to participate in virtual professional learning communities among different background including gender, marital status, position and school size. As to the aspect of ―Facebook-assisted Learning,‖ male teachers tend to agree more than female teachers. As to the aspect of ―learning desires,‖ married teachers have more desires than unmarried teachers. As to the aspect of ―professional development,‖ unmarried teachers are more appreciated than married teachers. As to the aspect of ―Facebook-assisted Learning,‖ teachers without administrative duty tend to agree more than teachers with administrative duty. As to the aspect of ―social relation,‖ teachers with school class number between 13 to 24 are more active than teachers with school class number more than 48. 5. There were no significant differences of elementary school teachers’ attitude to participate in virtual professional learning communities among gender, seniority, position and school size. However, only ―goal value‖ was influenced by marital status and married teachers were more active than unmarried techers. 6. There are moderate positive correlations between ―learning desires‖, ―professional development‖, ―social relation‖ and ―self-adaptive learning‖ of participating motivations and participating attitudes. 7. Elementary school teachers approve the model of professional learning community through Facebook for professional development and hold highly positive attitudes toward it.
  • 建立日期: 2015
  • 格式: 3857766 bytes
    application/pdf
  • 語言: zh TW
  • 識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/7320
  • 資源來源: NUTN IR
連結
返回到檢索清單
上一頁前一個記錄 檢索清單  5 下ㄧ個記錄下ㄧ頁
    臺南大學版權所有 © 2016 NUTN All Rights Reserved

正在檢索遠程資料庫，請稍等