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E89072
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幼稚園職前教師效能感之縱貫研究
A Longitudinal Study of Preservice Kindergarten Teachers' Perceived Efficacy
1.吳璧如
1.Pi-ju Wu
1.國立彰化師範大學教育研究所
1.Graduate Institute of Education, National Changchua University of Education
001,002,003,004
1.國立彰化師範大學教育研究所
1.Graduate Institute of Education, National Changchua University of Education
002
1.行政院國家科學委員會
1.National Science Council
A.14 計畫執行期間(起):1999-08-01
A.14 計畫執行期間(訖):2001-01-31
A.16 收到日期:2001-07-06
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八十八學年度幼兒教育系日間部學生及實習教師

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331

331
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C.2 聯絡日期:2001-07-10
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1.國立彰化師範大學教育研究所
1.Graduate Institute of Education, National Changchua University of Education
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C.7 資料公開日期:2004-02-01
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008
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1.幼兒教育
2.師資培育
3.教師效能感
4.縱貫研究
1.Early Childhood Education
2.Longitudinal Studies
3.Teacher Education
4.Teacher Efficacy
本研究旨在對於幼稚園職前教師效能感的發展,採取加速縱貫設計,以三年的時間進行深入研究。本年度為研究的第一年,主要的研究目的包括:(一)探討幼稚園職 前教師效能感的理論基礎及內涵;(二)瞭解幼稚園職前教師效能感的發展情形;(三)探討影響幼稚園職前教師效能感發展的相關因素;(四)分析幼稚園職前教 師之年級、背景變項、任教承諾、及任教準備度等對其效能感的預測作用;(五)歸納研究發現,並據以提出建議,作為幼教師資培育改進課程及教學之參考。為達 成研究目的,首先蒐集及分析有關教師效能感的文獻,以瞭解其基本概念及理論基礎,並作為實徵研究的依據。其次進行主要研究工具的編製與預試,然後以分層隨 機抽樣的方式,抽取 331 位幼兒教育學系學生及實習教師作為研究對象,進行問卷調查。所採用的統計方法包括:單因子多變項變異數分析、雙因子多變項變異數分析 、及階層多元迴歸分析等。 研究結果共歸納為下列九項:(一)教師效能感植基於與控制感有關的理論;(二)幼稚園職前教師效能感為一包含三向度的構念;(三)幼稚園職前教師的結果效 能感最佳,個人效能感及教學效能感有待加強;(四)大一的幼稚園職前教師的個人效能感及教學效能感比就讀其他年級者低;(五)幼稚園職前教師的性別並不影 響其教師效能感的高低;(六)幼稚園職前教師的教師效能感並不因實地經驗的不同而有差異;(七)具有高任教準備度的幼稚園職前教師,其個人效能感及教學效 能感亦高;(八)具有高任教承諾的幼稚園職前教師,其教師效能感亦高;(九)任教承諾為幼稚園職前教師效能感的最重要預測變項。

The purpose of this study was to explore the development of preservice kindergarten teachers' perceived efficacy using accelerated longitudinal design during three years. In the first year of this study, the comparative efficacy of five groups of preservice kindergarten teachers with various class levels was investigated.The sample included 331 students and student teachers majored in early childhood education from eight teachers colleges and one university in Taiwan. The Inventory of Teaching Beliefs for Preservice Kindergarten Teachers produced the data for this study. One-way MANOVA, two-way MANOVA, and hierarchical multiple regression analysis were the statistical methods used to analyzed data. Results revealed that the outcome efficacy was higher than the personal efficacy and teaching efficacy among the preservice kindergarten teachers, that there were significant differences in preservice kindergarten teachers' sense of efficacy in relation to their class level, teaching preparedness, and commitment to teaching, and that commitment to teaching was the most significant predictor for preservice kindergarten teachers' sense of efficacy.

D.16 完成檢誤日期:2003-02-12
D.17 預定釋出日期:2003-02-28
D.18 初次釋出日期:2003-08-07
D.19_1 最新版釋出日期:2003-08-07
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10.6141/TW-SRDA-E89072-1
https://efenci.srda.sinica.edu.tw/webview/index.jsp?object=https://efenci.srda.sinica.edu.tw:80/obj/fStudy/E89072
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