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題名：A Study on the Innovation Perceptions of Daily Practices of Early Childhood Teachers in Mainland China
書刊名：教育科學研究期刊
作者：陳南希
作者(外文)：Chen, Nanxi
出版日期：2021
卷期：66:1
頁次：頁275-296
主題關鍵詞：幼兒教師；中國大陸；知覺創新；Early childhood teacher；Mainland China；Perception of innovation
原始連結：連回原系統網址new window
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  • 共同引用共同引用:12
  • 點閱點閱:2
期刊論文
1.Woodrow, C.(2008)。Discourses of professional identity in early childhood: Movements in Australia。European Early Childhood Education Research Journal，16(1)，269-280。  new window
2.Cheung, R. H. P.(2012)。Teaching for creativity: Examining the beliefs of early childhood teachers and their influence on teaching practices。Australasian Journal of Early Childhood，37(3)，43-51。  new window
3.Anderson, Neil、Potočnik, Kristina、Zhou, Jing(2014)。Innovation and creativity in organizations: A state-of-the-science review, prospective commentary, and guiding framework。Journal of Management，40(5)，1297-1333。  new window
4.Woodman, Richard W.、Sawyer, John E.、Griffin, Ricky W.(1993)。Toward a theory of organizational creativity。The Academy of Management Review，18(2)，293-321。  new window
5.McClintic, S.、Petty, K.(2015)。Exploring early childhood teachers' beliefs and practices about preschool outdoor play: A qualitative study。Journal of Early Childhood Teacher Education，36(1)，24-43。  new window
6.蕭佳純(20170900)。在職進修教師創意教學自我效能發展之縱貫性研究。教育科學研究期刊，62(3)，25-55。new window  延伸查詢new window
7.Amabile, T. M.、Pratt, M. G.(2016)。The Dynamic Componential Model of Creativity and Innovation in Organizations: Making Progress, Making Meaning。Research in Organizational Behavior，36，157-183。  new window
8.許育齡(20160900)。運用人格、心理與環境因素預測教師教學設計想像力。教育科學研究期刊，61(3)，69-98。new window  延伸查詢new window
9.蕭佳純(20200300)。創意教學信念與創意教學行為關聯之研究：以參與專業學習社群的動機與情形為中介變項。當代教育研究季刊，28(1)，1-37。new window  延伸查詢new window
10.Yang, W.、Li, H.(2018)。Cultural ideology matters in early childhood curriculum innovations: A comparative case study of Chinese kindergartens between Hong Kong and Shenzhen。Journal of Curriculum Studies，50(4)，560-585。  new window
11.Amabile, T. M.(2017)。In pursuit of everyday creativity。The Journal of Creative Behavior，51(4)，335-337。  new window
12.Arndt, S.、Urban, M.、Murray, C.、Smith, K.、Swadener, B.、Ellegaard, T.(2018)。Contesting early childhood professional identities: A cross-national discussion。Contemporary Issues in Early Childhood，19(2)，97-116。  new window
13.Biscaro, C.、Comacchio, A.(2018)。Knowledge creation across worldviews: How metaphors impact and orient group creativity。Organization Science，29(1)，58-79。  new window
14.Bleach, J.(2014)。Developing professionalism through reflective practice and ongoing professional development。European Early Childhood Education Research Journal，22(2)，185-197。  new window
15.Boardman, K.(2018)。Early years teachers as leaders of change through reflexivity praxis?。Early Child Development and Care，190(3)，322-332。  new window
16.Boschman, F.、McKenney, S.、Voogt, J.(2015)。Exploring teachers' use of TPACK in design talk: The collaborative design of technology-rich early literacy activities。Computers & Education，82，250-262。  new window
17.Cai, W.、Lysova, E. I.、Khapova, S. N.、Bossink, B. A. G.(2018)。Servant leadership and innovative work behavior in Chinese high-tech firms: A moderated mediation model of meaningful work and job autonomy。Frontiers in Psychology，9(1767)，1-13。  new window
18.Campbell-Barr, V.(2018)。The silencing of the knowledge-base in early childhood education and care professionalism。International Journal of Early Years Education，26(1)，75-89。  new window
19.Chai, C. S.、Liang, J.-C.、Tsai, C.-C.、Dong, Y.(2020)。Surveying and modelling China high school students' experience of and preferences for twenty-first-century learning and their academic and knowledge creation efficacy。Educational Studies，46(6)，658-675。  new window
20.Fan, X.、Li, M.(2018)。How do we perceive the preschool teacher: From substitute mothers to professionals then to researchers。Teacher Education Research，30(4)，92-98。  new window
21.Hakim, L.、Dalli, C.(2018)。'To be professional is a never-ending journey': Indonesian early childhood practitioners' views about the attitudes and behaviours of a professional teacher。Early Years，38(3)，244-257。  new window
22.Hayes, N.、Filipović, K.(2018)。Nurturing 'buds of development': From outcomes to opportunities in early childhood practice。International Journal of Early Years Education，26(3)，220-232。  new window
23.胡艷、胡倩(2018)。改革開放40年我國幼兒教師教育的發展、成績與問題。教師教育研究，30(6)，1-9。  延伸查詢new window
24.Jennings, P. A.(2015)。Early childhood teachers' well-being, mindfulness, and self-compassion in relation to classroom quality and attitudes towards challenging students。Mindfulness，6，732-743。  new window
25.Kim, K. H.(2018)。How can parents and teachers cultivate creative climates to help children become innovators?。Childhood Education，94(2)，10-17。  new window
26.Kirschner, P. A.(2015)。Do we need teachers as designers of technology enhanced learning?。Instructional Science，43，309-322。  new window
27.Lazzari, A.、Picchio, M.、Balduzzi, L.(2015)。Professionalisation policies in the ECEC field: Trends and tensions in the Italian context。International Journal of Early Years Education，23(3)，274-287。  new window
28.Li, H.、Chen, J. J.(2017)。Evolution of the early childhood curriculum in China: The impact of social and cultural factors on revolution and innovation。Early Child Development and Care，187(10)，1471-1483。  new window
29.Nikolopoulou, K.、Gialamas, V.(2015)。ICT and play in preschool: Early childhood teachers' beliefs and confidence。International Journal of Early Years Education，23(4)，409-425。  new window
30.Osgood, J.(2010)。Reconstructing professionalism in ECEC: The case for the 'critically reflective emotional professional'。Early Years，30(2)，119-133。  new window
31.Schmidt, T.、Smidt, W.、Roux, S.(2018)。What do pedagogues in daycare do? Empirical analyses of the occupational activities of pedagogues in children's daycare centres in Germany。European Early Childhood Education Research Journal，26(3)，446-460。  new window
32.Sipe, L. J.(2018)。Connect, refresh, and energize: Enabling organizational innovation capacities through self-determination theory。Advances in Developing Human Resources，20(2)，241-253。  new window
33.Zhang, S.、Ke, X.、Wang, X.-H. F.、Liu, J.(2018)。Empowering leadership and employee creativity: A dual-mechanism perspective。Journal of Occupational and Organizational Psychology，91(4)，896-917。  new window
34.Xiong, X. B.、Chai, C.、Tsai, C.-C.、Liang, J.-C.(2020)。Exploring the relationship between Chinese pre-service teachers' epistemic beliefs and their perceptions of technological pedagogical content knowledge (TPACK)。Educational Studies。  new window
35.Yu, Y.、Zhang, B.(2018)。Achievements and prospects of preschool education in China in the past 40 years of reform and opening up。Journal of the Chinese Society of Education，12，18-26。  new window
36.Swars, S. L.、Smith, S. Z.、Smith, M. E.、Carothers, J.、Myers, K.(2018)。The preparation experiences of elementary mathematics specialists: Examining influences on beliefs, content knowledge, and teaching practices。Journal of Mathematics Teacher Education，21，123-145。  new window
37.Thayer, A. L.、Petruzzelli, A.、McClurg, C. E.(2018)。Addressing the paradox of the team innovation process: A review and practical considerations。American Psychologist，73(4)，363-375。  new window
38.Weiland, C.、McCormick, M.、Mattera, S.、Maier, M.、Morris, P.(2018)。Preschool curricula and professional development features for getting to high-quality implementation at scale: A comparative review across five trials。AERA Open，4(1)，1-16。  new window
39.Werner, P.(2019)。An epistemic argument for liberalism about perceptual content。Philosophical Psychology，32(1)，143-159。  new window
40.Amabile, Teresa M.(1988)。A Model of Creativity and Innovation in Organizations。Research in Organizational Behavior，10(1)，123-167。  new window
圖書
1.Creswell, J. W.(2014)。Educational research: Planning, conducting, and evaluating quantitative and qualitative research。Pearson。  new window
2.Schön, Donald A.(2017)。The reflective practitioner: How professionals think in action。Routledge。  new window
3.Strauss, Anselm、Corbin, Juliet(1998)。Basics of Qualitative Research: Techniques and Procedures for Developing Grounder Theory。Sage。  new window
圖書論文
1.Wareen, C. A. B.(2001)。Qualitative interviewing。Handbook of interview research context & method。Sage。  new window
2.Scardamalia, M.、Bereiter, C.(2006)。Knowledge building: Theory, pedagogy, and technology。The Cambridge handbook of the learning sciences。Cambridge University Press。  new window
3.Chen, R.-S.(2017)。The early childhood educators' attitudes towards innovative instructional applications about digital learning activities for young children。Contemporary perspective on child psychology and education。IntechOpen。  new window
4.Johansson, J. E.(2018)。F.A.W. Fröbel 1782-1852。International handbook of early childhood education。Springer。  new window
5.Pirard, F.、Camus, P.、Barbier, J. M.(2018)。Professional development in a competent system: An emergent culture of professionalization。International handbook of early childhood education。Springer。  new window
6.Pramling, N.、Samuelsson, I. P.(2018)。Pedagogies in early childhood education。International handbook of early childhood education。Springer。  new window
 
 
 
 
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