| dc.contributor | 教育系 | zh_TW |
| dc.creator (作者) | 邱美秀 | zh_TW |
| dc.creator (作者) | Chiu, Mei-Shiu | en_US |
| dc.date (日期) | 2017-11 | |
| dc.date.accessioned | 19-Apr-2018 11:42:26 (UTC+8) | - |
| dc.date.available | 19-Apr-2018 11:42:26 (UTC+8) | - |
| dc.date.issued (上傳時間) | 19-Apr-2018 11:42:26 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/116908 | - |
| dc.description.abstract (摘要) | The aim of this study was to understand preservice teachers’ changes in their perceived teaching efficacy and theories of mathematics teaching by repeated field-teaching. A mathematics (teaching) methods course was designed to include repeated field-teaching with multiple supports, including course instructors, school teachers, peers, and a course website. The course website was used to organize all course reading materials, discussion, work submission, and research data collection. Compared with that after first filed-teaching, the preservice teachers’ teaching efficacy increased after the second field-teaching in pedagogy-content coordination, fluent teaching process, effective solution to student difficulties, and problem posing. In addition, their theories of effective mathematics teaching changed from teacher-centered, theoretical, and procedural approaches to student-centered, practical, and thematic ones | en_US |
| dc.format.extent | 418819 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | Journal of Advances in Education Research, Vol. 2, No.4, 241-252 | |
| dc.subject (關鍵詞) | Mathematics teaching; teacher education; teaching efficacy; theories of teaching | en_US |
| dc.title (題名) | Repeated field teaching: preservice teachers’ changes in teaching efficacy and theories of mathematics teaching | en_US |
| dc.type (資料類型) | article | |
| dc.identifier.doi (DOI) | 10.22606/jaer.2017.24005 | |
| dc.doi.uri (DOI) | http://dx.doi.org/10.22606/jaer.2017.24005 | |
