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篇名
參與教師社群教師知識信念、目標設定及教學意志力之研究:以新北市國小為例   全文下載 更多文章
並列篇名
A Study of Teachers’ Epistemological Beliefs, Goal Setting, and Teaching Volition in the Teachers’ Professional Learning Communities: The Cases of Primary School in New Taipei City
作者 黃儒傑
中文摘要
本研究實施問卷調查,以瞭解參與教師社群和未參與教師社群教師在知識信念、目標設定與教學意志力的差異情形,並分析參與教師社群教師的知識信念與目標設定對其教學意志力的關係。本研究針對新北市國小進行問卷調查,共回收參與教師社群教師問卷266份及未參與教師社群教師問卷273份,回收率為60.7%與62.3%。問卷資料經採多變量變異數分析、結構方程模式分析後,發現一些重要結論。首先,參與教師社群教師具有較佳的知識信念觀點、目標設定與教學意志力。其次,本研究所提出之「參與教師社群教師之知識信念與目標設定對教學意志力關係」的假設模式,具理想適配度。最後,優質的知識信念與目標設定,有助於增進社群教師的教學意志力,且優質的知識信念還能促進優質的目標設定,進而更提高教學意志力。依據前述研究結論,本研究並提出一些相關建議。
英文摘要
This study used questionnaires to analyze the differences between Professional Learning Communities (PLC) teachers and non-PLC teachers in terms of epistemological beliefs, goal setting, and teaching volition, and to analyze LC teachers' relationships with the epistemological beliefs, goal setting, and teaching volition of teachers. Questionnaires were administered to PLC teachers as well as non-PLC teachers in New Taipei City. PLC teachers returned 266 questionnaires and non-PLC teachers returned 273 questionnaires. Factor analysis, MANOVA, and structural equation models were used to analyze the questionnaire data and several valuable results were found. First, the LC teachers showed better epistemological beliefs, higher goal setting, and higher level of teaching volition than non-PLC teachers. Second, the result of the goodness-of-fit was satisfactory when it was used to test the hypothetical structural relationships between epistemological beliefs, goal setting, and teaching volition. Finally, epistemological beliefs and goal setting were found to have a considerable impact on the teaching volition or PLC teachers. Based on these findings, several suggestions for the PLC teachers and for future research are offered.
起訖頁 039-076
關鍵詞 目標設定知識信念教師專業社群教學意志力teachers' professional learning communities (PLC) epistemological beliefs goal settingteaching volition
刊名 教育研究集刊
期數 201403 (60:1期)
出版單位 國立臺灣師範大學教育學系
DOI 10.3966/102887082014036001002  複製DOI
該期刊-上一篇 「幼兒數學教材教法」教學方案對職前學前教師數學教學知識的影響
該期刊-下一篇 東南亞裔新移民女性之子女的學業成就真的比較差嗎?與本地對照組比較之三年追蹤探究
 
   
  國立臺灣師範大學教育學系教育研究集刊 Department of Education, National Taiwan Normal University
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