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篇名 臺北市與亞洲三國TALIS教師專業發展之比較研究
並列篇名 The Comparison Study of Teacher Professional Development between Teachers of Taipei City and Three Asia Countries
作者 黃嘉莉(Jia-Li Huang) 、謝紫菱(Tzu-Ling Hsieh) 、丁一顧(Yi-Ku Ting)
中文摘要 本研究旨在透過經濟合作暨發展組織於2013年進行的「教與學國際調查」問卷,運用調查研究臺北市教師專業發展現況,並運用G. Bereday的比較方法分析臺北市教師專業發展與亞洲三國(日本、韓國、新加坡)教師的差異,用以瞭解臺北市教師專業發展情形及其與國際差異,結果提供相關教師政策參考。經過臺北市教師調查結果描述統計分析及與亞洲三國百分比平均比較分析後,本研究發現,臺北市教師在初任教師導入方案的表現低於亞洲三國教師,而參與初任教師輔導的現況則高於亞洲三國平均;臺北市教師在自我效能的表現高於亞洲三國教師;臺北市教師在教學工作滿意度的表現上大致高於亞洲三國平均;臺北市教師在學校環境滿意度的表現高於亞洲三國平均;臺北市教師在學校氣氛方面與亞洲三國教師相較互有高低的表現;臺北市教師在專業發展正面影響的表現大致高於亞洲三國平均。本研究根據研究結果,提供相關建議供教師政策規劃之參考。
英文摘要 This study aims to investigate the teacher professional development in Taipei city with the “Teaching and Learning International Survey (TALIS)" 2013 version. This study also compares the survey results with existing results in three Asian countries (Japan, Korea, Singapore) in order to gain insights into the teacher professional development in Taipei city. After comparing and analyzing the differences, this study finds that teachers in Taipei city perform better on the mentor program of beginning teachers and scored higher on self-efficacy compared with other three Asian countries. Moreover, teachers in Taipei city perform better on several items related to teacher teaching satisfaction, and also on several items related to teacher satisfaction towards their job environment. Both teachers in Taipei city and teachers in other three Asian countries all perform well on certain items related to school environment. Teachers in Taipei city perform better on engagement of teacher professional development activities, and they also have higher scores on the positive effects of teacher professional development. Based on the outcomes of this study, related suggestions for policy planning are provided.
頁次 001-041
關鍵詞 亞洲三國(日本、韓國、新加坡) 教師專業發展 教與學國際調查 臺北市 three Asia countries (Japan, Korea, Singapore) teacher professional development Teaching and Learning International Survey (TALIS) Taipei City
卷期 18:2
日期 201912
刊名 中正教育研究
出版單位 國立中正大學教育學院
DOI 10.3966/168395522019121802001