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我國
教
育
實
習
學生知覺
教
師專業知能
習
得、運用與重要之研究
黃嘉莉(Huang,Jia-Li ) ; 武佳瀅( Wu,Chia-Ying)
Jiao yu ke xue yan jiu qi kan, 2015-06, Vol.60 (2), p.001-032
[Peer Reviewed Journal]
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Title:
我國
教
育
實
習
學生知覺
教
師專業知能
習
得、運用與重要之研究
Author:
黃嘉莉(Huang,Jia-Li )
;
武佳瀅( Wu,Chia-Ying)
Subjects:
framework of education professional curriculum
;
student teacher
;
teacher professional knowledge and ability
;
teaching preparedness
;
TSSCI
;
實
習
學生
;
教
學準備度
;
教
師專業知能
;
教
育
專業課程架構
Is Part Of:
Jiao yu ke xue yan jiu qi kan, 2015-06, Vol.60 (2), p.001-032
Description:
本研究以
教
育
實
習
學生為研究對象,透過知覺
教
師專業知能的
習
得、運用、重要之情形, 用以瞭解師資培
育
成果。本研究立意調查我國北、中、南、東部等四個區域共計11 所師資培
育
之大學,進行平均數、標準差、獨立樣本檢定、單因子變異數、探索性因素等分析,確認 假設路徑模式關係後,顯示下列結論:一、受試者知覺
習
得知能依序為「反省思考」、「班級 經營」與「學科
教
學知識」,傾向「
教
什麼」與「如何
教
」的技術取向。二、受試者知覺運用 知能依序為「專業成長」、「
教
學設計」、「溝通輔導」,與我國
教
育
實
習
課程內涵相吻合,顯見
實
務經驗之重要性。三、受試者知覺重要知能依序為「敬業精神」、「課程設計」與「自信態 度」,顯示我國師資培
育
成果相對較為不足之處。四、
教
師專業知能的「
習
得」與「運用」、 「
習
得」與「重要」、「運用」與「重要」間相關係數皆為中度正相關;其中以
習
得「反省 思考」和運用「
教
學設計」向度相關最高;
習
得「學科
教
學知識」與「敬業精神」的重要性 之間未達顯著相關,顯然存有其他因素影響。五、在
教
師專業知能的
習
得、運用與重要在背 景變項上沒有顯著差異,受試者知覺趨於一致,顯示我國在師資培
育
歷程設計上,
教
師專業 知能知覺沒有差異,擔任
教
職者具有相當程度的共同知能。本研究提供五項建議以供參考
Student teachers who were interns at local schools were recruited as participants in this study to determine the outcome of teacher education and teaching preparedness of student teachers. A total of 422 valid surveys were retrieved at a rate of 74.95% from 11 universities with teacher education program. Subsequently, mean, standard deviation, an independent samples t test, one-way analysis of variance, and exploratory factor analysis were employed. The following conclusions were
Publisher:
台灣: 國立臺灣師範大學
Language:
Chinese
Identifier:
ISSN: 2073-753X
DOI: 10.6209/JORIES.2015.60(2).01
Source:
Airiti Library
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