影響台中縣市公立國小數學領域初任教師效能感發展因素之個案研究

本研究旨在以多重個案整體設計，探究在任教第一年間影響國小數學領域初任教師效能感發展之因素。研究者以數學教師效能感量表篩選出六位台中縣市國小數學領域初任教師作為個案，並進行觀察、訪談、及相關文件等資料之蒐集，再藉由編輯分析式之策略進行資料分析。研究發現：數學領域初任教師效能感之發展受內在條件「教師專業（含數學領域背景知識與經驗、教師教學理念）」與外在條件「同儕互動及行政支援（含同儕互動、學校行政及資源之協助）」之影響。其中，由內在條件衍生之精熟經驗對國小數學領域初任教師效能感之發展影響最鉅；而源自外在條件之替代經驗與生理激勵則是效能感發展的重要來源。最後，根據研究結果與討論，提出對提升國小數學領域初任教師效能感的具體建議。

關鍵字

初任教師；教師效能感；國小數學；效能感發展

並列摘要

The purpose of this research was to explore factors influencing the development of beginning elementary mathematics teachers' efficacy during the first year of teaching. A multiple-case study design was employed in this study. Cases were six beginning elementary mathematics teachers in the Taichung area, selected based on their efficacy ratings on the Mathematics Teaching Efficacy Beliefs Instrument. Targeted factors that would influence beginning teacher efficacy were identified by the editing analytic techniques through the data collected from interviews, recordings, observations, and both researchers' and beginning teachers’ reflections. According to the data analysis, findings were reported as follows: First, beginning elementary mathematics teacher efficacy was mainly influenced by ”internal condition” and ”external condition” factors, which were ”teachers' professional background and beliefs” and ”peer-interaction and administrative support”respectively. In addition, beginning teachers' mastery experiences generated from the internal condition factor had a great deal of influence on their efficacy development. Vicarious experiences and physiological arousal cues originating from the external condition factor became relatively important sources of their efficacy development. Based on these findings, concrete recommendations are proposed for the improvement of beginning elementary mathematics teachers' efficacy.