A Study of the Relationship of Reflective Teaching and Teaching Effectiveness for the Elementary School Beginning Teachers in Taipei City

• Main Authors: Jing-Wen Chen, 陳靜文
• Other Authors: Derray Chang
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/27369564593996007173

碩士 === 臺北市立師範學院 === 課程與教學研究所 === 92 === The purpose of this study is to explore the nature of reflective teaching and teaching effectiveness among beginning teachers at the elementary schools; furthermore, to compare beginning teachers’ reflective teaching and teaching effectiveness by using demographic variables and schools’ environmental variables, and to survey and analyze the predictability of the reflective teaching and teaching effectiveness. This study is based on questionnaire survey. The subjects include beginning teachers selected randomly from the municipal elementary schools in Taipei city. The self-designed survey instruments include the ”Beginning Teachers’ Reflective Teaching Scales” and “Beginning Teachers’ Teaching Effectiveness Scales”. The data collected from questionnaire survey is analyzed by frequencies, mean, standard deviations, t-test, one-way ANOVA, and multiple stepwise regression. The major results are as follows: 1.Beginning teachers at the elementary schools possess higher perception of reflective teaching. 2.Beginning teachers at the elementary schools possess higher perception of teaching effectiveness. 3.In terms of teachers’ demographic variables, there are significant differences between teachers’ seniority, and the degree of learning the content of reflective teaching. 4.In terms of schools’ environmental variables, there is no significant difference in reflective teaching. 5.In terms of teachers’ demographic variables and schools’ environmental variables, there is no significant difference in teaching effectiveness. 6.There is significant positive correlation between reflective teaching and teaching effectiveness. 7.Reflective teaching predicts teaching effectiveness. For variables, the item of supporting reflective teaching is the most powerful predictor among the other variables for teaching effectiveness. Based on the findings, some suggestions are proposed for authorities of educational administration, teaching training organization, elementary schools, beginning teachers, and further research plans.