English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 109874/140825 (78%)
Visitors : 45943744      Online Users : 528
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: https://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

    Files in This Item:

    File Description SizeFormat
    j.1467-8535.2006.00550.x.pdf203KbAdobe PDF21256View/Open

    All items in 政大典藏 are protected by copyright, with all rights reserved.

    社群 sharing

    著作權政策宣告 Copyright Announcement
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback