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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\r\nclassroom. To enhance this efficacy in a computer-simulated training program,\r\nboth personal traits and guided practices need to be considered concurrently.\r\nIn this study, it was hypothesised that the interactive effects from the coupling\r\nof personal traits with guided practices would be a reliable predictor of the\r\ndegree of improvement in personal teaching efficacy during computersimulated\r\ntraining. One hundred and seventy-eight preservice teachers\r\ncompleted an interactive teaching experience via the\r\nComputer Simulation\r\nfor Teaching General Critical-thinking Skills\r\nin which guided practices were\r\nintegrated via specially designed teaching sequences and loops. The findings\r\nsuggest that intrapersonal intelligence, critical-thinking dispositions and a\r\njudicial thinking style are related to self-awareness, analytical learning and\r\nreflective thinking and that in this study, these personal qualities seemingly\r\ninteracted with guided practices, which resulted in reflective teaching and\r\nmastery experience. This, in turn, may very well have brought about\r\nimprovement in the preservice teachers’ personal teaching efficacy during the\r\ncomputer-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) 2006-07 en_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://ah.lib.nccu.edu.tw/item?item_id=29639 - dc.description.abstract (摘要) Personal teaching efficacy is associated with a teacher’s effectiveness in the\r\nclassroom. To enhance this efficacy in a computer-simulated training program,\r\nboth personal traits and guided practices need to be considered concurrently.\r\nIn this study, it was hypothesised that the interactive effects from the coupling\r\nof personal traits with guided practices would be a reliable predictor of the\r\ndegree of improvement in personal teaching efficacy during computersimulated\r\ntraining. One hundred and seventy-eight preservice teachers\r\ncompleted an interactive teaching experience via the\r\nComputer Simulation\r\nfor Teaching General Critical-thinking Skills\r\nin which guided practices were\r\nintegrated via specially designed teaching sequences and loops. The findings\r\nsuggest that intrapersonal intelligence, critical-thinking dispositions and a\r\njudicial thinking style are related to self-awareness, analytical learning and\r\nreflective thinking and that in this study, these personal qualities seemingly\r\ninteracted with guided practices, which resulted in reflective teaching and\r\nmastery experience. This, in turn, may very well have brought about\r\nimprovement in the preservice teachers’ personal teaching efficacy during the\r\ncomputer-simulated teaching. - dc.format application/ en_US dc.language en en_US dc.language en-US en_US dc.language.iso en_US - dc.relation (關聯) British Journal of Educational Technology,37(4),315-526 en_US dc.title (題名) The interactive effects of personal traits and guided practices on preservice teachers’ changes in personal teaching efficacy en_US dc.type (資料類型) article en
