幼兒保育系學生之教師效能與個人背景因素之探討

The Relationship between Teacher Efficacy and Background Experience among Preservice Teachers in Early Childhood Care and Education Program

陳英進(Ying-Chin Chen)

《幼兒保育學刊》 6期 (2008/08) Pp. 47-62

https://doi.org/10.6433/JCC.200808.0047

摘要

爲了滿足學前教育中所有兒童的學習需要，並提昇其學習表現，處於第一線的學前教育老師是否具備適當的教學態度與行爲，是值得加以探討的。本研究的主要目的旨在了解幼兒保育系學生之教師效能，並探討與幼兒保育系學生之教師效能有關的個人背景經驗，以提供師資培育機構甄選學生之參考，並建議師資培育機構可提供的指導與支持，以協助幼兒保育系學生發展教師效能。本研究發現不同年齡的幼兒保育系學生在教學效能上，尤其是個人效能，呈現顯著的差異性。年齡越大的幼兒保育系學生，教學效能也越高，其中介於二十六到三十歲與三十一歲到三十五歲的幼兒保育系學生在個人效能的表現又明顯高於二十歲到二十五歲的幼兒保育系學生。另外不同服務年資的幼兒保育系學生在個人效能的表現上，也存在明顯的差異性。

關鍵字

教師效能 ； 個人背景因素 ； 幼兒保育系學生

並列摘要

Teachers in early childhood education not only teach children in general education, but also need to accomplisih the needs of children with special needs. Some publications emphasize that teachers ploay a key role in implicating early childhood education. Teachers must improve their teaching attitude and social interaction in order to take the challenge. The purpose of this study is to investigate teacher efficacy of preservice teachers in early childhood care and education program and explore background experiences that might relate to teacher efficacy. This might provide information for administration of education in teacher training program, and suggest what teacher training program can do to help preservice teachers developing teacher efficacy. It is found that different age groups of preservice teachers have different teacher efficacy. Preservice teachers with different teaching experience have different teacher efficacy.

並列關鍵字

teacher efficacy ； background experiences ； preservice teacher