The Study of Education Professional Cognition of Elementary Intern teachers and Beginning Teachers

• Main Authors: Kuo Hui-Gew, 郭蕙菊
• Other Authors: Ding Chih-Chyang
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/51387236951893633994

碩士 === 國立嘉義大學 === 國民教育研究所 === 91 === The Study of Education Professional Cognition of Elementary Intern teachers and Beginning Teachers Abstract The purpose of this study is to inquire the condition of professional cognition of elementary intern teachers and beginning teachers , and make conclusions and suggestions practically, hoping to offer some refrerences to educational administration authority and teacher education institution to improve the education professional cognition . The research methods are literary analysis and questionnair survey . First , to search related literatures, and inquire the meanings, dimension and the measurement condition. In addition, to use the quesationnair by mails to investigate the related information of education professional cognition of elementary intern teachers and beginning teachers , and analyze and disuss the results. Finally, make conclusions from the discovery of the research. The simples of this study are 1097 elementary intern teachers and beginning teachers in Yunlin county, Chiayi county, Chiayi city, Tainan county, and Tainan city. The results of the survey are analyzed by means, standard devisisons, t test, one-way ANOVA, two-way ANOVA, and stepwis regression analysis. Five conclusions are dervied follows: 1. The education professional cognition of elementary intern teachers and beginning teachers form different elementary teachers’ training models are beyond the average level but no significant difference level. 2. The education professional cognition of elementary intern teachers and beginning teachers form different elementary teachers’ training stages and gender are beyond the average level and partially reach significant difference level. 3. The education professional cognition of elementary intern teachers and beginning teachers form different elementary school sizes and school locations are beyond the average level and partially reach significant difference level.but 4. The process of teacher professional socializaion is good to promote the education professional cognition of elementary intern teachers and beginning teachers. 5. The different teachers’ training models, training stages, gender, school sizes, locations of elementary intern teachers and beginning teachers has low level of explanation of the education professional cognition. Keywords: intern teacher, beginning teacher, education professional cognition