| Summary: | 碩士 === 臺北市立教育大學 === 課程與教學研究所碩士班 === 98 === This case study adopted the way of purposeful sampling, choosing an elementary school in Taiwan which curriculum applied Self-regulated Learning Theory, and two teachers in this school who had teaching experiences in general schools. The purpose of study is to discuss teachers’ role and teacher efficacy in Self-regulated Learning curriculum, as well as if teacher efficacy changes under different teaching environment. This research primarily applied interview , also including observation and documents analysis. After data analyzing, here comes several conclusions is as follows:
1.The teachers’role in Self-regulated Learning curriculum including: teachers need to teach students all skills that they need in SRL、help students to find out their interests、guide students to learn、help students to make their study files、provide students some opportunity to think about their study、teach the skills about how to introduction their study to others and help students to introduce it.
2. In the elementary school which curriculum applied Self-regulated Learning Theory, caused teachers to have different teacher efficacy in some elements ,but the difference and reasons are not the same.
3. Teachers who applying Self-regulated Learning curriculum ,will have different teacher efficacy in different period.
|
|---|
