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題名 The interactive effects of personal traits and guided practices on preservice teachers’ changes in personal teaching efficacy
作者 葉玉珠
Yeh,Yu-Chu
日期 2006-07
上傳時間 2009-02-04
摘要 Personal teaching efficacy is associated with a teacher’s effectiveness in the
     classroom. To enhance this efficacy in a computer-simulated training program,
     both personal traits and guided practices need to be considered concurrently.
     In this study, it was hypothesised that the interactive effects from the coupling
     of personal traits with guided practices would be a reliable predictor of the
     degree of improvement in personal teaching efficacy during computersimulated
     training. One hundred and seventy-eight preservice teachers
     completed an interactive teaching experience via the
     Computer Simulation
     for Teaching General Critical-thinking Skills
     in which guided practices were
     integrated via specially designed teaching sequences and loops. The findings
     suggest that intrapersonal intelligence, critical-thinking dispositions and a
     judicial thinking style are related to self-awareness, analytical learning and
     reflective thinking and that in this study, these personal qualities seemingly
     interacted with guided practices, which resulted in reflective teaching and
     mastery experience. This, in turn, may very well have brought about
     improvement in the preservice teachers’ personal teaching efficacy during the
     computer-simulated teaching.
關聯 British Journal of Educational Technology,37(4),315-526
資料類型 article
dc.creator (作者) 葉玉珠zh_TW
dc.creator (作者) Yeh,Yu-Chu-
dc.date (日期) 2006-07en_US
dc.date.accessioned 2009-02-04-
dc.date.available 2009-02-04-
dc.date.issued (上傳時間) 2009-02-04-
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/28653-
dc.description.abstract (摘要) Personal teaching efficacy is associated with a teacher’s effectiveness in the
     classroom. To enhance this efficacy in a computer-simulated training program,
     both personal traits and guided practices need to be considered concurrently.
     In this study, it was hypothesised that the interactive effects from the coupling
     of personal traits with guided practices would be a reliable predictor of the
     degree of improvement in personal teaching efficacy during computersimulated
     training. One hundred and seventy-eight preservice teachers
     completed an interactive teaching experience via the
     Computer Simulation
     for Teaching General Critical-thinking Skills
     in which guided practices were
     integrated via specially designed teaching sequences and loops. The findings
     suggest that intrapersonal intelligence, critical-thinking dispositions and a
     judicial thinking style are related to self-awareness, analytical learning and
     reflective thinking and that in this study, these personal qualities seemingly
     interacted with guided practices, which resulted in reflective teaching and
     mastery experience. This, in turn, may very well have brought about
     improvement in the preservice teachers’ personal teaching efficacy during the
     computer-simulated teaching.
-
dc.format application/en_US
dc.language enen_US
dc.language en-USen_US
dc.language.iso en_US-
dc.relation (關聯) British Journal of Educational Technology,37(4),315-526en_US
dc.title (題名) The interactive effects of personal traits and guided practices on preservice teachers’ changes in personal teaching efficacyen_US
dc.type (資料類型) articleen