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題名 | 教師效能感研究的取向及限制--邁向變動教師效能感的探究=The Research Approaches and Limitations of the Sense of Teacher Efficacy: On the Way to Exploring the Unstable Sense of Teacher Efficacy |
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作者 | 許育齡; Hsu, Yu-ling; |
期刊 | 慈濟大學教育研究學刊 |
出版日期 | 20060700 |
卷期 | 2 民95.07 |
頁次 | 頁109-137 |
分類號 | 522.2 |
語文 | chi |
關鍵詞 | 教師效能感; 變動的教師效能感; 教師效能; The sense of teacher efficacy; Unstable sense of teacher efficacy; Teacher efficacy; |
中文摘要 | 始自六O年代至今的教師效能感研究,發現教師效能感與教師的專業行為表現息息相關,並強調高效能感的重要。因為研究發現高效能感的教師,比較願意實驗新的方法以趨近學生的需求、有較高的抱負水準、花較長的時間協助邊緣的學生、有較高的集體效能感,同時,當教學上遇到不順利或困難時,其堅持度較高等。但是,新近關心教育改革的研究,則開始探討變動的教師效能感(the unstable sense of teacher efficacy),對教師進行再學習與實踐反思的助益。 目前,教師效能感的研究,除了在相關性研究力圖改進之外,亦開始探究教師效能感發展的歷程以及介入改變的理論模型。 本文除針對國內外教師效能感研究的重要文獻進行歷史回顧之外,亦整理出目前教師效能感研究的三種研究取向。同時,進一步提出「變動的教師效能感」概念以深入探討教師效能感發展與改變的可能方向。文末,則提出後續教師效能感的研究趨勢提供研究與教師專業發展之參考。 |
英文摘要 | The research of the sense of teacher efficacy started in the 60’s. Most of the documents reported that the sense of teacher efficacy has a great influence on a teacher’s professional behavior. And the studies also emphasized the importance of the sense of high efficacy. Teachers who have the sense of higher efficacy are often more ambitious in trying new methods to meet students’ needs. These teachers are more likely to set higher goals on students’ performances and pay more attentions to students who have difficulty in learning. Teachers with the sense of higher efficacy also have higher collective efficacy and when encounter obstacles, they are more promising on overcoming the difficulties. Recently, the studies on educational reform have begun to discuss whether teachers who have the unstable sense of teacher efficacy is the positive elements for relearning and retrospection. Nowadays, as well as the researchers continue to improve the relative studies, they also begin to study the process of the sense of teacher efficacy development and to develop reform models for intervening the sense of teacher efficacy. This article discusses the important research documents of the sense of teacher efficacy, and raises three approaches in the research. As a matter of fact, we use ”the unstable sense of teacher’s efficacy” to explore the development and changes of teacher’s efficacy. Finally, the researcher suggests six dimensions for the future study. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。