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題名:中學實習教師自我調整學習歷程及其教師自我效能之研究
作者:林倚萱 引用關係
作者(外文):Lin,Yi-Hsuan
校院名稱:國立彰化師範大學
系所名稱:輔導與諮商學系所
指導教授:林清文
羅家玲
學位類別:博士
出版日期:2012
主題關鍵詞:實習教師輔導自我調整學習實習教師自我效能guidance teachers in internshipself regulation of learningself efficacy of internship teachers
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(1) 博士論文(4) 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:0
  • 點閱點閱:127
本研究目的在瞭解實習教師面對教育實習任務時運用自我調整學習訓練情形,故檢視實習教師自我調整學習歷程的內涵及其教師自我效能的變化。共有37位中學實習教師參與研究,經過一學期的導入課程訓練與團體督導,本研究發現如下:(一)實習教師在自我調整的預備思考、執行控制以及自我回映等三個時相皆表現出積極調適且正向因應的學習者特徵;(二)實習教師會依任務性質差異而調整其目標導向、策略規劃、自我動機信念、自我控制以及自我觀察的內涵,在自我判斷與自我反應兩項雖不因任務的不同而有變化但仍為適應性的表現;(三)性別、參與自我調整學習的程度、以及是否以教師為未來職業志向等變項對實習教師之自我調整的表現有影響;(四)實習學校規模、實習所在地、實習學校類別、是否以教師為職志等變項對實習教師的教師自我效能表現有影響;(五)實習教師在學生投入、教學策略、以及適應學生需求等三項教師自我效能的表現上有上升且能維持的現象;(六)實習教師在實習階段學習自我調整的過程中,其教師自我效能呈現稍降後升的現象,在訓練中後段及結束訓練後其教師自我效能仍能維持增加的趨勢;(七)實習教師自我調整學習的參與程度與教師自我效能未達顯著差異,但高參與組及中參與組的實習教師其教師自我效能的表現比低參與組的實習教師維持穩定而能持續上升的趨勢。最後根據本研究發現與限制提出建議。
The study aimed to examine the contents and process of self- regulated learning and change in self efficacy among internship teachers. A total of 37 internship teachers at the middle school level participated in the study. After course sections and group supervisions which lasted for one semester, their changes in self- regulated learning and efficacy demonstrated the following patterns.
1. All participants demonstrated qualities characterized as active adjustment and positive coping in the forethought, performance control, and self reflection phases.
2. Participants made adjustment in goal-orientation, strategic planning, motivational belief, self control, and self observation according to varied natures of different tasks. Although changes in self judgment and self reflection did not follow the same pattern, these changes were moving toward an adaptive direction.
3. Gender of participants, level of engagement, and whether or not pursuing teaching positions as future career goals all had significant effect on their performance in self- regulated learning.
4. Type of school at which internship was completed had significant impact on teachers’ self efficacy.
5. Teachers thrived in the following three aspects of self efficacy: a. engagement in student, b. teaching strategy, and c. the ability to accommodate for students’ needs. The effect and increment in these abilities also sustained.
6. The trajectory of teacher self efficacy among internship teachers during the learning process of self regulation learning demonstrated a pattern characterized by increase after a slight decrease. The increment in self efficacy was salient in the later stages of training program and even maintained after the training courses ended.
7. Although the relationship between level of engagement in self regulated learning and teachers’ self efficacy was found not significant, yet high and middle engagement groups demonstrated higher and more stable increase in self efficacy compared with their low engagement counterpart. Finally, suggestions and reflections were proposed based on the findings of this study.
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