第六十輯.第一期 - 2014-03-31

參與教師社群教師知識信念、目標設定及教學意志力之研究:以新北市國小為例

A Study of Teachers’ Epistemological Beliefs, Goal Setting, and Teaching Volition in the Teachers’ Professional Learning Communities: The Cases of Primary School in New Taipei City

作 者:
黃儒傑 / Ju-Chieh Huang
關鍵字:
目標設定、知識信念、教師專業社群、教學意志力 / teachers’ professional learning communities (PLC), epistemological beliefs, goal setting, teaching volition
  • 摘要
  • 英文摘要
  • 參考文獻
  • 學術引用
本研究實施問卷調查,以瞭解參與教師社群和未參與教師社群教師在知識信念、目標設定與教學意志力的差異情形,並分析參與教師社群教師的知識信念與目標設定對其教學意志力的關係。本研究針對新北市國小進行問卷調查,共回收參與教師社群教師問卷266份及未參與教師社群教師問卷273份,回收率為60.7%與62.3%。問卷資料經採多變量變異數分析、結構方程模式分析後,發現一些重要結論。首先,參與教師社群教師具有較佳的知識信念觀點、目標設定與教學意志力。其次,本研究所提出之「參與教師社群教師之知識信念與目標設定對教學意志力關係」的假設模式,具理想適配度。最後,優質的知識信念與目標設定,有助於增進社群教師的教學意志力,且優質的知識信念還能促進優質的目標設定,進而更提高教學意志力。依據前述研究結論,本研究並提出一些相關建議。
This study used questionnaires to analyze the differences between Professional Learning Communities (PLC) teachers and non-PLC teachers in terms of epistemological beliefs, goal setting, and teaching volition, and to analyze LC teachers’ relationships with the epistemological beliefs, goal setting, and teaching volition of teachers. Questionnaires were administered to PLC teachers as well as non-PLC teachers in New Taipei City. PLC teachers returned 266 questionnaires and non-PLC teachers returned 273 questionnaires. Factor analysis, MANOVA, and structural equation models were used to analyze the questionnaire data and several valuable results were found. First, the LC teachers showed better epistemological beliefs, higher goal setting, and higher level of teaching volition than non-PLC teachers.

APA 格式
黃儒傑(Ju-Chieh Huang)(2014年3月31日),〈參與教師社群教師知識信念、目標設定及教學意志力之研究:以新北市國小為例〉。《教育研究集刊》,2014年03月31日取自:http://bulletin.ed.ntnu.edu.tw/bookindex/?mode=detail&id=1314

 

MLA 格式
黃儒傑(Ju-Chieh Huang),〈參與教師社群教師知識信念、目標設定及教學意志力之研究:以新北市國小為例〉。《教育研究集刊》第 60 期(2014),取自:http://bulletin.ed.ntnu.edu.tw/bookindex/?mode=detail&id=1314


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