- 期刊
教師支持與師範生論文寫作成效的關係研究：基於潛在剖面分析
The Relationship between Teacher Support and Pre-Service Teachers' English Writing Achievement: A Latent Profile Analysis
摘要
英文畢業論文是師範生必修的畢業學分，然而，英文畢業論文寫作並不容易。研究者教授大三學生英文畢業論文寫作課一學期，為瞭解學生們論文寫作課的成果與感受，採用寫作自我效能感及寫作投入量表進行問卷調查。本文探討了教師支持與師範生英文畢業論文寫作成效之間的關係。應用潛在剖面分析方法，對77位英語專業師範生進行問卷調查，結果發現學生對教師支持的感知可分為高、中、低三個類別：高教師支持組、中教師支持組和低教師支持組研究結果發現，教師的學術支持對於學生畢業論文寫作至關重要，而學生的學術效能感能正向預測他們對教師支持的感知。研究還發現，性別和班級在教師支持感知上沒有顯著差異。最終，文章提出了針對不同教師支持感知類型的精准干預建議，以期在新媒體時代下提升師範生的英文畢業論文寫作能力。
並列摘要
The English thesis is a required credit for preservice teachers; however, writing an English thesis is not easy. The researcher taught a one-semester course on English thesis writing to junior students and conducted a survey using the Writing Self-Efficacy Scale and the Writing Engagement Scale to understand the students' outcomes and feelings about the thesis writing course. This paper discusses the relationship between teacher support and the effectiveness of preservice teachers' English thesis writing. Using latent profile analysis, a questionnaire survey was conducted among 77 English major preservice teachers, and the results found that students' perceptions of teacher support could be divided into three categories: high, medium, and low teacher support groups. The study found that the academic support of teachers is crucial for students' thesis writing, and the students' academic self-efficacy can positively predict their perception of teacher support. The study also found that there is no significant difference in the perception of teacher support between gender and class. Finally, the paper proposes targeted intervention recommendations for different types of teacher support perception, in order to enhance the English thesis writing ability of preservice teachers in the new media era.