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    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/28653

    Title: The interactive effects of personal traits and guided practices on preservice teachers’ changes in personal teaching efficacy
    Authors: 葉玉珠
    Date: 2006-07
    Issue Date: 2009-02-04
    Abstract: 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.
    Relation: British Journal of Educational Technology,37(4),315-526
    Data Type: article
    Appears in Collections:[師資培育中心] 期刊論文

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