Effects of Simulation-Supported Experience on Pre-service and Novice Teachers' Self-Efficacy

• Main Authors: Yo-Yin Chen, 陳宥尹
• Other Authors: Kuo-En Chang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/34887709720194906214

碩士 === 國立臺灣師範大學 === 資訊教育學系 === 100 === This research aims to examine the effects of the situational simulation experience on pre-service and novice teachers' self-efficacy. A multimedia-stituational judgement testing system (MSJTS) and an online text-based testing system were used to be the treatments. This research used quasi-experimental method, also an 2 x 2 factorial, pretest-posttest design was used. The collected data was analyzed by dependent t-test, correlation analysis, and investigated the effects of treatments by two-way analysis of covariance (two-way ANCOVA). The results indicate that there are significant differences on posttest between the pre-service teachers who used MSJTS and who used the online text-based testing system. However, there are no differences between the groups of novice teacher. Besides, teaching-experience factor has significant interaction with system factor. The simple main effect analysis shows that system factor makes the posttest significantly different between control and experiment groups of pre-service teacher. With testing-system experience, novice teachers are significantly lower than pre-service teachers. In conclusion, system-operation experience reduces the pre-service teachers’ self-efficacy; however no influence on novice teachers who had half-year teaching experience after used MSJTS.