發(fā)布時間：2020-12-12 09:55

　　自90年代中期以來,西方已有不少學(xué)者開始提倡進行“教師研究”(TESOLJournal,1994/4),這表明,教師作為教學(xué)實施者乃至研究者的作用日益得到再認識,需要加強關(guān)于教師信念方面的研究。作為教師信念的重要組成部分之一,教師效能感是教師對自己在影響學(xué)生行為方面能力高低的自我評價(Bergman,McLaughlin,Bass,Pauly&Zellman,1977),是影響教學(xué)行為的主要因素之一,也是少數(shù)與學(xué)生行為有關(guān)的教師因素之一。Gibson和Dembo(1984)指出:“我們能夠預(yù)見,比起在影響學(xué)生學(xué)習能力方面表現(xiàn)出過低期望的老師,相信學(xué)生的學(xué)習能被有效的教學(xué)所影響,并且相信自身教學(xué)能力的老師能夠在教學(xué)領(lǐng)域堅持得更久,更專注于課堂活動,也能為學(xué)生提供各方面的反饋意見�！睆慕處熃逃�和在職教師培訓(xùn)中發(fā)展教師效能感的角度來說,“培養(yǎng)師范生的教師效能感以確保他們自信能在適當?shù)臅r候?qū)W有所用是非常重要的(Gorrell&Capron,1990)”。然而,比較在職教師和師范生效能感的研究卻相對較少,而且在為數(shù)不多的此類研究中大多數(shù)都是研究美國國內(nèi)教師效能感的(Pigge&a... 

【文章來源】：西南大學(xué)重慶市 211工程院校 教育部直屬院校

【文章頁數(shù)】：77 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
內(nèi)容摘要
Chapter One Introductjon
    1.1 Research Background
    1.2 Orientation of the Present Study
    1.3 Significance of the Present Research
    1.4 Organization of the Dissertation
Chapter Two Literature Review
    2.1 Teacher efficacy and instructional practices in classroom
    2.2 Teacher efficacy and classroom management
    2.3 Teacher efficacy and guidance
    2.4 Teacher efficacy and teachers' commitment to teaching activities
    2.5 Teacher efficacy and teachers' stress and burnout
    2.6 Teacher efficacy and student performance
Chapter Three Theoretical Foundations for the Present Study
    3.1 Sources of Teacher Efficacy
        3.1.1 Rotter's locus of control theory
        3.1.2 Bandura's self-efficacy theory
    3.2 Definition of Teacher Efficacy
Chapter Four Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Instrumentation
        4.3.1 Questionnaire
        4.3.2 Interview
    4.4 Procedure
Chapter Five Results and Discussion
    5.1 Inservice Teacher Efficacy
        5.1.1 General level of inservice teacher efficacy
        5.1.2 Degree difference in inservice teacher efficacy
        5.1.3 Experience difference in inservice teacher efficacy
    5.2 Preservice Teacher Efficacy
        5.2.1 General level of perservice teacher efficacy
        5.2.2 Grade difference in preservice teacher efficacy
        5.2.3 Gender difference in preservice teacher efficacy
        5.2.4 Experience difference in preservice teacher efficacy
        5.2.5 Correlative analysis of preservice teacher efficacy
    5.3 Comparison Between Inservice and Preservice Teacher Efficacy
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications for Teacher Education
        6.2.1 Establishing social support
        6.2.2 Establishing support from schools and universities
        6.2.3 Adopting effective teacher training model
        6.2.4 Adopting teaching assessment system
    6.3 Limitations
    6.4 Suggestions for Future Research
References
Appendix 1 List of Abbreviation
Appendix 2 教師效能感問卷
Appendix 3 訪談問題


【參考文獻】：
期刊論文
[1]論教師效能感及其提高[J]. 黃喜珊,馮海志.  肇慶學(xué)院學(xué)報. 2006(01)
[2]一種新的教師評價觀:發(fā)展性教師評價[J]. 張祥明.  福建教育學(xué)院學(xué)報. 2001(01)
[3]論教師的教學(xué)效能感[J]. 辛濤.  應(yīng)用心理學(xué). 1996(02)



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