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| 題 名 | 粵港澳大灣區幼兒教師文化認同與文化回應性教學的關係:專業認同的中介作用=The Relationship between Cultural Identity and Culturally Responsive Teaching of Preschool Teachers in the Guangdong-Hong Kong-Macao Greater Bay Area: Exploring the Mediating Effect of Professional Identity |
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| 作 者 | 張麗敏; 陳銀霞; 劉力嘉; 梁潔瀅; | 書刊名 | 教育學報 |
| 卷 期 | 52:1 2024.06[民113.06] |
| 頁 次 | 頁1-20 |
| 分類號 | 523.26 |
| 關鍵詞 | 粵港澳大灣區; 幼兒教師文化認同; 文化回應性教學; 專業認同; Guangdong-Hong Kong-Macao Greater Bay Area; Cultural identity of preschool teachers; Culturally responsive teaching; Professional identity; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 本研究對 470 名粵港澳大灣區幼兒教師進行問卷調查,探討文化認同、文化回應 性教學和專業認同的現狀,以及三者的關係。研究結果顯示:大灣區幼兒教師的文化 認同、文化回應性教學和專業認同整體處於中等偏上水準,廣東地區教師的文化認同 和文化回應性教學水準比港澳地區教師高,部分變項在教齡、語言上有顯著差異。 幼兒教師文化認同不僅可以直接預測文化回應性教學,還可以通過專業認同的中介 作用對文化回應性教學產生間接影響。研究對提高大灣區教師的文化認同和文化回應 性教學水準提出建議。 |
| 英文摘要 | This study investigated 470 preschool teachers in the Guangdong–Hong Kong–Macao Greater Bay Area with a questionnaire to explore the relationship among cultural identity, culturally responsive teaching, and professional identity. The study found that the levels of cultural identity, culturally responsive teaching, and professional identity were at the upper middle level. The level of cultural identity and culturally responsive teaching of teachers in Guangdong were higher than those in Hong Kong and Macao. Preschool teachers’ cultural identity not only directly predicted culturally responsive teaching, but also indirectly affected culturally responsive teaching through the mediating role of professional identity. The study gave suggestions on improving teachers’ cultural identity and culturally responsive teaching in the Greater Bay Area. |
本系統中英文摘要資訊取自各篇刊載內容。