臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：為何教師專業發展活動不有效？TALIS 2018臺灣國中教師調查結果之羅吉斯驗證
書刊名：教育科學研究期刊
作者：黃嘉莉／謝傳崇
作者(外文)：Huang, Jia-li／Hsieh, Chuan-chung
出版日期：2022
卷期：67:1
頁次：頁1-32
主題關鍵詞：工作滿意度；有效教師專業發展；自我效能；教學信念；教學與學習國際調查；Job satisfaction；Effective teacher professional development；Self-efficacy；Teaching beliefs；Teaching and Learning International Survey；TALIS
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(0) 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:0
  • 共同引用共同引用:52
  • 點閱點閱:3
期刊論文
1.Rosenfeld, M.、Rosenfeld, S.(2008)。Developing effective teacher beliefs about learners: The role of sensitizing teachers to individual learning differences。Educational Psychology，28(3)，245-272。  new window
2.Borg, M.(2001)。Teachers' beliefs。ELT Journal，55(2)，186-188。  new window
3.Opfer, V. D.、Pedder, D.(2011)。Conceptualizing teacher professional learning。Review of Educational Research，81(3)，376-407。  new window
4.Schlager, M. S.、Fusco, J.(2003)。Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse?。The Information Society，19(3)，203-220。  new window
5.Tschannen-Moran, Megan(2009)。Fostering teacher professionalism in schools: The role of leadership orientation and trust。Educational Administration Quarterly，45(2)，217-247。  new window
6.Nieto, S.(2009)。From surviving to thriving。Educational Leadership，66(5)，8-13。  new window
7.Newmann, F. M.、King, M. B.、Youngs, P.(2000)。Professional development that addresses school capacity: Lessons from urban elementary schools。American Journal of Education，108(4)，259-299。  new window
8.Lumpe, A.、Czerniak, C.、Haney, J.、Beltyukova, S.(2012)。Beliefs about teaching science: The relationship between elementary teachers' participation in professional development and student achievement。International Journal of Science Education，34(2)，153-166。  new window
9.Alton-Lee, A.、Timperley, H.(2008)。Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners。Review of Research in Education，32(1)，328-369。  new window
10.Fang, Z. H.(1996)。A review of research on teacher beliefs and practices。Educational Research，38(1)，47-65。  new window
11.Maggioni, L.、Parkinson, M. M.(2008)。The role of teacher epistemic cognition, epistemic beliefs and calibration in instruction。Educational Psychology Review，20，445-461。  new window
12.余安順、施昆易、王國華、劉世雄(20091200)。在職中學數理教師教學專業發展現況、需求與困境調查之初探。科學教育研究與發展季刊，55，21-48。  延伸查詢new window
13.饒見維(20051200)。從「教師專業發展」的觀點初探如何協助在職教師提昇「情緒涵養」。教育科學期刊，5(2)，138-153。new window  延伸查詢new window
14.潘慧玲、陳文彥(20100900)。教師專業發展評鑑促進組織學習之個案研究。教育研究集刊，56(3)，29-65。new window  延伸查詢new window
15.Gorozidis, G.、Papaioannou, A. G.(2014)。Teachers' motivation to participate in training and to implement innovations。Teaching and Teacher Education，39，1-11。  new window
16.Guskey, T. R.(2003)。Analyzing lists of the characteristics of effective professional development to promote visionary leadership。NASSP Bulletin，87(637)，4-20。  new window
17.Cranston, Jerome(2011)。Relational trust: The glue that binds a professional learning community。Alberta Journal of Educational Research，57(1)，59-72。  new window
18.Vangrieken, K.、Dochy, F.、Raes, E.、Kyndt, E.(2015)。Teacher collaboration: A systematic review。Educational Research Review，15(3)，17-40。  new window
19.Kwakman, K.(2003)。Factors affecting teachers' participation in professional learning activities。Teaching and Teacher Education，19(2)，149-170。  new window
20.Clarke, David、Hollingsworth, Hilary(2002)。Elaborating a model of teacher professional growth。Teaching and Teacher Education，18(8)，947-967。  new window
21.Garet, Michael S.、Yoon, Kwang Suk、Birman, Beatrice F.、Porter, Andrew C.、Desimone, Laura(2001)。What Makes Professional Development Effective? Results from a National Sample of Teachers。American Educational Research Journal，38(4)，915-945。  new window
22.Li, Lijuan、Hallinger, Philip、Ko, James(2016)。Principal leadership and school capacity effects on teacher learning in Hong Kong。International Journal of Educational Management，30(1)，76-100。  new window
23.趙麗玲、郭重吉、溫育德、林宗岐、王瑋龍(2015)。教師在職進修動機與障礙因素之探討。自然科學與教育，1(1)，1-22。  延伸查詢new window
24.Vangrieken, K.、Meredith, C.、Packer, T.、Kyndt, E.(2017)。Teacher communities as a context for professional development: A systematic review。Teaching & Teacher Education，61，47-59。  new window
25.Nikki, B. C.、Reid, B.(2003)。Self-efficacy beliefs and teacher effectiveness: Implications for professional development。Professional Educator，26(1)，13-22。  new window
26.Nir, A. E.、Bogler, R.(2008)。The antecedents of teacher satisfaction with professional development program。Teaching and Teacher Education，24(2)，337-386。  new window
27.張素貞、劉美慧(20180900)。以協作敘事取徑促進幼教師專業發展歷程之探究。當代教育研究季刊，26(3)，35-68。new window  延伸查詢new window
28.Kennedy, Mary M.(2016)。How Does Professional Development Improve Teaching?。Review of Educational Research，86(4)，945-980。  new window
29.Borko, Hilda(2004)。Professional development and teacher learning: Mapping the terrain。Educational Researcher，33(8)，3-15。  new window
30.Desimone, Laura M.(2009)。Improving impact studies of teachers' professional development: toward better conceptualizations and measures。Educational Researcher，38(3)，181-199。  new window
31.Penuel, W. R.、Fishman, B. J.、Yamaguchi, R.、Gallagher, L. P.(2007)。What makes professional development effective? Strategies that foster curriculum implementation。American Educational Research Journal，44(4)，921-958。  new window
32.Bandura, Albert(1977)。Self-efficacy: Toward a unifying theory of behavioral change。Psychological Review，84(2)，191-215。  new window
33.丁一顧、王淑麗、江姮姬(20190900)。國小校長共創式領導與教師專業學習社群關係之研究：以教師信任為中介變項。教育科學研究期刊，64(3)，237-264。new window  延伸查詢new window
34.Gasse, R. V.、Vanlommel, K.、Vanhoof, J.、Petegem, P. V.(2016)。Teacher collaboration on the use of pupil learning outcome data: A rich environment for professional learning?。Teaching and Teacher Education，60，387-397。  new window
35.Jao, L.、McDougall, D. E.(2015)。The collaborative teacher inquiry project: A purposeful professional development initiative。Canadian Journal of Education，38(1)，1-22。  new window
36.黃嘉莉、桑國元、葉碧欣(20200100)。十二年國民基本教育課程改革中教師能動性之使動與制約因素：社會結構二元論觀點。課程與教學，23(1)，61-92。new window  延伸查詢new window
37.Wang, K.、Li, Y.、Luo, W.、Zhang, S.(2020)。Selected factors contributing to teacher job satisfaction: A quantitative investigation using 2013 TALIS data。Leadership and Policy in Schools，19(3)，512-532。  new window
38.Darling-Hammond, Linda、Richardson, Nikole(2009)。Teacher learning: What matters?。Educational Leadership，66(5)，46-53。  new window
39.Voelkel, R. H. Jr.、Chrispeels, J. H.(2017)。Understanding the link between professional learning communities and teacher collective efficacy。School Effectiveness and School Improvement，28(4)，505-526。  new window
40.Admiraal, W.、Schenke, W.、de Jong, L.、Emmelot, Y.、Sligte, H.(2021)。Schools as professional learning communities: What can schools do to support professional development of their teachers?。Professional Development in Education，47(4)，684-698。  new window
41.Cordingley, P.(2015)。The contribution of research to teachers' professional learning and development。Oxford Review of Education，41(2)，234-252。  new window
42.Darling-Hammond, Linda(2017)。Teacher education around the world: What can we learn from international practice?。European Journal of Teacher Education，40(3)，291-309。  new window
43.Toropova, A.、Myrberg, E.、Johansson, S.(2021)。Teacher job satisfaction: the importance of school working conditions and teacher characteristics。Educational review，73(1)，71-97。  new window
44.Abramczyk, A.、Jurkowski, S.(2020)。Cooperative learning as an evidence-based teaching strategy: what teachers know, believe, and how they use it。Journal of Education for Teaching，46(3)，296-308。  new window
45.Datnow, A.(2020)。The role of teachers in educational reform: A 20-year perspective。Journal of Educational Change，21(3)，431-441。  new window
46.De Vries, S.、Jansen, E.、van de Grift, W.(2013)。Profiling teachers' continuing professional development and the relation with their beliefs about learning and teaching。Teaching and Teacher Education，33，78-89。  new window
47.Cheon, S. H.、Reeve, J.、Lee, Y.、Lee, J. W.(2018)。Why autonomy-supportive interventions work: Explaining the professional development of teachers' motivating style。Teaching and Teacher Education，69(1)，43-51。  new window
48.Zembylas, M.、Papanastasiou, E. C.(2005)。Modeling teacher empowerment: The role of job satisfaction。Educational Research and Evaluation，11(5)，433-459。  new window
49.Granziera, H.、Perera, H. N.(2019)。Relations among teachers' self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view。Contemporary Educational Psychology，58，75-84。  new window
50.Zhang, S.、Shi, Q.、Lin, E.(2020)。Professional development needs, support, and barriers: TALIS US new and veteran teachers' perspectives。Professional Development in Education，46(3)，440-453。  new window
51.林官蓓、陳建志(20200200)。從理念學校轉型實驗教育學校之教師專業發展歷程探究。教育政策論壇，23(1)=73，91-121。new window  延伸查詢new window
52.洪金英(2020)。區分性教學視導在教師專業發展上的運用與啟示。學校行政，126，1-23。  延伸查詢new window
53.張民杰、賴光真(20191000)。以TDO公開授課提升教師專業發展。師友雙月刊，616，5-16。  延伸查詢new window
54.黃嘉莉、謝紫菱、丁一顧(20191200)。臺北市與亞洲三國TALIS教師專業發展之比較研究。中正教育研究，18(2)，1-41。new window  延伸查詢new window
55.黃嘉莉(20181100)。TALIS 2013韓國教師工作滿意度影響因素之階層線性模型分析。比較教育，85，1-40。new window  延伸查詢new window
56.Addimando, L.(2019)。The effect of positive working conditions on work engagement and teaching classroom practice: A large cross-sectional study in Switzerland。Frontiers in Psychology，10。  new window
57.Afshar, H. S.、Ghasemi, S.(2020)。Investigating the barriers to teachers' professional development in an EFL context。Journal of Modern Research in English Language Studies，7(2)，101-122。  new window
58.Avidov-Ungar, O.(2020)。The professional learning expectations of teachers in different professional development periods。Journal of Professional Development in Education，7(2)，1-12。  new window
59.Egodawatte, G.、McDougall, D.、Stoilescu, D.(2011)。The effects of teacher collaboration in grade 9 applied mathematics。Educational Research for Policy and Practice，10(3)，189-209。  new window
60.Glazier, J. A.、Boyd, A.、Hughes, K. B.、Able, H.、Mallous, R.(2017)。The elusive search for teacher collaboration。The New Educator，13(1)，3-21。  new window
61.Hill, H. C.、Beisiegel, M.、Jacob, R.(2013)。Professional development research: Consensus, crossroads, and challenges。Educational Researcher，42(9)，476-487。  new window
62.Johnson, C. C.(2006)。Effective professional development and change in practice: Barriers science teachers encounter and implications for reform。School Science and Mathematics，106(3)，150-161。  new window
63.Katz, S.、Dack, L. A.(2014)。Towards a culture of inquiry for data use in schools: Breaking down professional learning barriers through intentional interruption。Studies in Educational Evaluation，42，35-40。  new window
64.Kelly, J.、Cherkowski, S.(2015)。Collaboration, collegiality, and collective reflection: A case study of professional development for teachers。Canadian Journal of Educational Administration and Policy，169，1-27。  new window
65.Liu, Y.、Liao, W.(2019)。Professional development and teacher efficacy: Evidence from the 2013 TALIS。School Effectiveness and School Improvement，30(4)，487-509。  new window
66.Luyten, Hans、Bazo, Manuel(2019)。Transformational leadership, professional learning communities, teacher learning and learner centred teaching practices: Evidence on their interrelations in Mozambican primary education。Studies in Educational Evaluation，60，14-31。  new window
67.Mulholland, M.、O'Connor, U.(2016)。Collaborative classroom practice for inclusion: Perspectives of classroom teachers and learning support/resource teachers。International Journal of Inclusive Education，20(10)，1070-1083。  new window
68.Opfer, V. D.、Pedder, D.(2010)。Access to continuous professional development by teachers in England。The Curriculum Journal，21(4)，453-471。  new window
69.Park, K. A.、Johnson, K. R.(2019)。Job satisfaction, work engagement, and turnover intention of CTE health science teachers。International Journal for Research in Vocational Education and Training，6(3)，224-242。  new window
70.Perera, H. N.、Vosicka, L.、Granziera, H.、McIlveen, P.(2018)。Towards an integrative perspective on the structure of teacher work engagement。Journal of Vocational Behavior，108，28-41。  new window
71.Prestridge, S.(2019)。Categorising teachers' use of social media for their professional learning: A self-generation professional learning paradigm。Computers & Education，129，143-158。  new window
72.Safrudiannur、Rott, Benjamin(20210200)。Offering an Approach to Measure Beliefs Quantitatively: Capturing the Influence of Students' Abilities on Teachers' Beliefs。International Journal of Science and Mathematics Education，19(2)，419-441。  new window
73.Thurm, D.、Barzel, B.(2020)。Efects of a professional development program for teachingmathematics with technology on teachers' beliefs, self-efficacy and practices。DM Mathematics Education，52，1411-1422。  new window
74.Timperley, H. S.、Phillips, G.(2003)。Changing and sustaining teachers' expectations through professional development in literacy。Teaching and Teacher Education，19(6)，627-641。  new window
75.Widjaja, W.、Vale, C.、Doig, B.(2019)。Nothing like planning and reflecting together to build trust。International Handbook of Mathematics Teacher Education，3，127-150。  new window
76.Wolgast, A.、Fischer, N.(2017)。You are not alone: Colleague support and goal-oriented cooperation as resources to reduce teachers' stress。Social Psychology of Education，20(1)，97-114。  new window
77.Zeggelaar, A.、Vermeulen, M.、Jochems, W.(2022)。Evaluating effective professional development。Professional Development in Education，48(5)，806-826。  new window
78.黃嘉莉、陳學志、王俊斌、洪仁進(20200600)。師資職前教師專業素養與課程基準之建構及其運用。教育科學研究期刊，65(2)，1-35。new window  延伸查詢new window
79.Woolfolk, Anita E.、Hoy, Wayne K.(1990)。Prospective Teachers' Sense of Efficacy and Beliefs about Control。Journal of Educational Psychology，82(1)，81-91。  new window
會議論文
1.Karaseva, A.(2017)。Manifestations of teacher professional agency in relation to integration of ICT in teaching。The International Scientific Conference: Society, Integration, Education，500-514。  new window
研究報告
1.Darling-Hammond, L.、Wei, R. C.、Andree, A.、Richardson, N.、Orphanos, S.(2009)。Professional learning in the learning profession: A status report on teacher development in the United States and abroad。Dallas, TX：National Staff Development Council。  new window
2.Opfer, D.(2016)。Conditions and practices associated with teacher professional development and its impact on instruction in TALIS 2013。Paris：OECD。  new window
3.Sim, M. P. Y.、Bélanger, J.、Stancel-Piątak, A.、Karoly, L. A.(2019)。Starting strong teaching and learning international survey 2018 conceptual framework。  new window
圖書
1.Stewart, David W.、Kamins, Michael A.、董旭英、黃儀娟(2000)。次級資料研究法。臺北：弘智。  延伸查詢new window
2.Hargreaves, Andy、Fullan, Michael(2012)。Professional capital: Transforming teaching in every school。Teachers College Press。  new window
3.Day, C.(1999)。Developing teachers: The challenges of lifelong learning。London：Routledge Falmer。  new window
4.Hosmer, D. W. Jr.、Lemeshow, S.、Sturdivant, R. X.(2013)。Applied logistic regression。John Wiley & Sons。  new window
5.Darling-Hammond, L.、Hyler, M. E.、Gardner, M.(2017)。Effective teacher professional development。Palo Alto, California：Learning Policy Institute。  new window
6.王濟川、郭志剛(2010)。Logistic迴歸模式--方法及應用。五南。  延伸查詢new window
7.柯華葳、陳明蕾、李俊仁、陳冠銘(2020)。2018教學與學習國際調查臺灣報告：國民中學。國家教育研究院。  延伸查詢new window
8.Eckert, J.(2016)。The novice advantage: Fearless practice for every teacher。Corwin Press。  new window
9.Jarvis, P.(1992)。Paradoxes of learning: On becoming an individual in society。Routledge。  new window
10.Krille, C.(2020)。Teachers' participation in professional development: A systematic review。Springer。  new window
11.Lubniewski, K. L.、Cosgrove, D. B. F.、Robinson, T. Y.(2019)。Supervision modules to support educators in collaborative teaching: Helping to support & maintain consistent practice in the field。Information Age。  new window
12.McDonagh, C.、Roche, M.、Sullivan, B.、Glenn, M.(2019)。Enhancing practice through classroom research。Routledge。  new window
13.Organisation for Economic Co-operation and Development(2019)。TALIS 2018 results: Teachers and school leaders as lifelong learners。Organisation for Economic Co-operation and Development。  new window
14.Weston, D.、Bridget, C.(2018)。Unleashing great teaching: The secrets to the most effective teacher development。Routledge。  new window
單篇論文
1.Alberta Education(2006)。Effective professional development: What the research says，http://files.eric.ed.gov/fulltext/ED494706.pdf，(ED 494706)。  new window
2.Calvert, L.(2016)。Moving from compliance to agency: What teachers need to make professional learning work，Learning Forward：NCTAF。，https://learningforward.org/wp-content/uploads/2017/08/moving-from-compliance-to-agency.pdf。  new window
3.Timperley, H.(2008)。Teacher professional learning and development: Best evidence synthesis iteration，http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_18.pdf。  new window
其他
1.Organisation for Economic Co-operation and Development(2014)。TALIS 2013 results: An international perspective on teaching and learning，https://www.oecd-ilibrary.org/education/talis-2013-results/relationship-between-teacher-professional-development-and-teachers-job-satisfaction_9789264196261-table244-en。  new window
2.Organisation for Economic Co-operation and Development(2009)。Creating effective teaching and learning environments: First results from TALIS，https://www.oecd.org/education/school/43023606.pdf。  new window
3.柯華葳，陳明蕾，李俊仁，陳冠銘(2019)。2018教學與學習國際調查臺灣報告：國民中學，國家教育研究院。  延伸查詢new window
圖書論文
1.Van Veen, K.、Zwart, R.、Meirink, J.(2012)。What makes teacher professional development effective? A literature review。Teacher learning that matters: International perspectives。Routledge。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：539（臺灣：534，外國：5） ／ 本年度總使用人次：1780212 ／ 訪客人次（自102年09月）：67595987
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上