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題名：體育教師教學自我效能與科技教學內容知識關係之探討
書刊名：數位學習科技期刊
作者：黃品齊／葉錦樹／簡桂彬 引用關係／梁至中 引用關係
作者(外文)：Huang, Pin-chi／Yeh, Chin-shu／Chien, Kuei-pin／Liang, Jyh-chong
出版日期：2020
卷期：12:1
頁次：頁83-108
主題關鍵詞：教學成效預期；教學知識效能；結構方程模式；資訊科技；運動技術效能；Teaching outcome expectancy；Knowledge efficacy；Structural equation modeling；Information technology；Motor skill efficacy
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:7
  • 點閱點閱:13
過往關於科技融入教學的研究大多以認知類的學科為研究對象，較少針對技能為主的學科進行探討，因此，本研究目的在於探討體育教師教學自我效能，以及科技教學內容知識之間的關係，並運用結構方程模式進行資料分析。以359位國中體育教師為研究對象，調查其教學自我效能及科技教學內容知識的認知，並進一步了解兩者之間的關聯性。研究結果顯示，問卷工具之驗證性因素分析及路徑分析的各項配適度指標皆屬良好，同時也發現體育教師的教學知識效能可正向預測其科技教學知識與科技內容知識；而體育教師的運動技術效能則可直接正向預測其科技教學內容知識。值得一提的是，體育教師的教學成效預期皆無法顯著預測其科技教學內容知識的所有面向。
This study aimed to explore the relationships among physical education (PE) teachers' teaching self-efficacy and their technological pedagogical and content knowledge (TPACK) by adopting the structural equation modeling technique. A total of 359 Taiwanese in-service PE teachers in junior high schools participated in this study. This study used two questionnaires, namely the teaching self-efficacy survey (containing teaching outcome expectancy, knowledge efficacy, and motor skill efficacy) to assess PE teachers' perceptions of teaching self-efficacy, and the TPACK survey (including technological pedagogical knowledge, technological content knowledge and technological pedagogical content knowledge) to investigate their confidence in their TPACK. The results showed that both instruments exhibit satisfactory validity and reliability by confirmatory factor analysis. Structural equation modeling was used to evaluate the fit of the hypothetical model and the results indicated that all of the goodness-of-fit indexes reached acceptable values in path analysis. In this study, PE teachers' knowledge efficacy could positively predict both of their technological pedagogical knowledge (TPK) and technological content knowledge (TCK). Moreover, PE teachers' technological pedagogical content knowledge (TPCK) was positively predicted by their TPK and TCK. Furthermore, PE teachers' motor skill efficacy has a positive prediction on TPCK. However, PE teachers' teaching outcome expectancy could not predict their TPK, TCK and TPCK in a significant way.
期刊論文
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21.Gavora, P.(2010)。Slovak Pre-Service Teacher Self-Efficacy: Theoretical and Research Considerations。The New Educational Review，21(2)，17-30。  new window
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23.簡桂彬、梁至中、陳素芬(20170300)。教學信念、年齡及科技教學與內容知識關係之探討。科學教育學刊，25(1)，1-19。new window  延伸查詢new window
24.Gorozidis, G.、Papaioannou, A.(2011)。Teachers' Self Efficacy, Achievement Goals, Attitudes and Intentions to Implement the New Greek Physical Education Curriculum。European Physical Education Review，17(2)，231-253。  new window
25.Pan, Yi-Hsiang、Chou, Hung-Shih、Hsu, Wei-Ting、Li, Chiung-Huang、Hu, Yuh-Lin(2013)。Teacher self-efficacy and teaching practices in the health and physical education curriculum in Taiwan。Social Behavior and Personality，41(2)，241-250。  new window
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圖書
1.Casey, A.、Goodyear, V. A.、Armour, K. M.(2016)。Digital technologies and learning in physical education: Pedagogical cases。London：Taylor & Francis。  new window
2.Herring, M. C.、Koehler, M. J.、Mishra, P.(2016)。Handbook of technological pedagogical content knowledge (TPACK) for educators。London：Routledge。  new window
3.Mohnsen, B.(2008)。Using technology in physical education。Cerritos, CA：Bonnie's Fitware。  new window
圖書論文
1.Bandura, A.(2006)。Guide for constructing self-efficacy scales。Self-efficacy Beliefs of Adolescents。  new window
 
 
 
 
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