新舊制國小實習教師教學信念與教學效能之研究

• Main Authors: YANG LI JUNG, 楊鯉榕
• Other Authors: 吳和堂
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/23586443824324612958

碩士 === 國立高雄師範大學 === 教育學系 === 94 === The Study of Teaching Beliefs and Teaching Efficiencies of Intern Teachers of Elementary School between New and Old Teacher Internship Program Abstract The purpose of this study is to know a better understanding of the teaching beliefs and efficiency of new and old teacher internship program teachers in elementary schools; to explore what teachers’ backgrounds will pull out from their teaching beliefs; to study how teaching belief and teaching efficiency are related; and to see if teaching belief could predict efficiency. 516 Kaohsiung and Tainan city intern teachers were surveyed by answering a questionnaire edited and given by the author, in which a profile of the relationship between belief and efficiency. The employed analysis methods were the descriptive statistics, Pearson’s product-moment correlation, t-test, one-way variance analysis and multiple stepwise regression. According to the result of data analysis, the researcher interviewed nine intern teachers. Conclusions are as fallows: 1. Teaching belief: a. Elementary school interns’ teaching belief is at middle level. b. New teacher internship program teacher’s teaching belief is higher than old system. c. “The relationship of teacher and student” get lowest score. d. In background, high age, huge school, general education teachers, new teacher internship program teachers, fit teacher’s interest and teacher spur student on learning happily got high score in teaching belief. 2. Teaching efficiency: a. Elementary school interns’ teaching efficiency trend to mid-high score. b. New teacher internship program teacher’s teaching efficiency is higher than old system. c. “Self efficiency” gets lowest score. d. In background, high age, small school, general education teachers, new teacher internship program teachers, high academic degree and teacher with teaching idea have high teaching efficiency score. 3. There is a significant relationship between teaching belief and teaching efficiency. 4. Teaching belief can predict teaching efficiency. Finally, some suggestions were proposed for administration of education, teacher preparation institutions, school administration, intern teachers, and future studies.