多年以來,教師專業(yè)發(fā)展這一話題受到了各路學(xué)者的熱議。教師自我效能感對其專業(yè)承諾、情感狀態(tài)和專業(yè)能力等都產(chǎn)生了積極的影響。而教師課堂管理效能感是教師自我效能感理論中一個不可或缺的組成部分,它不僅決定著教師的教學(xué)行為,還影響著學(xué)生的學(xué)習(xí)成就。如果教師對課堂管理的自信程度高,那么他們就會采用有效的教學(xué)策略以保證教學(xué)的順利開展。但是大部分教師并不愿意花時間在提高自身的課堂管理能力上,所以一遇到問題,他們就會顯得毫無準(zhǔn)備,異常焦慮。教育實(shí)習(xí)也是提高職前教師自我效能感的有效策略。為了使教育碩士生快速實(shí)現(xiàn)從職前教師到在職教師的角色轉(zhuǎn)變,很多師范學(xué)校都在采取措施實(shí)現(xiàn)教育實(shí)習(xí)方案的優(yōu)化。教育實(shí)習(xí)為教育碩士生提供了一個了解實(shí)際教學(xué)的好機(jī)會,這對他們未來的發(fā)展是很有幫助的。然而以往大部分學(xué)者都只局限于研究在職教師的課堂管理效能感,卻很少能注意到職前教師,尤其是教育碩士生的課堂管理效能感在實(shí)習(xí)中產(chǎn)生的變化,而且他們大多數(shù)都以問卷的形式來調(diào)查教師的課堂管理效能感水平。所以,一項關(guān)于職前教師課堂管理效能感的定性研究則是迫在眉睫的。本文旨在討論教育實(shí)習(xí)和英語教育碩士實(shí)習(xí)生課堂管理效能感二者的關(guān)系,同時總結(jié)出在教育實(shí)...

【文章頁數(shù)】：58 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
1. Introduction
    1.1. Research background
    1.2. Research significance
    1.3. Research purpose
    1.4. Organization of the dissertation
2. Literature Review
    2.1. Teacher self-efficacy
        2.1.1 Self-efficacy
        2.1.2 The definition of teacher self-efficacy
        2.1.3 Factors influencing teacher self-efficacy
    2.2. Classroom management self-efficacy (CMSE)
        2.2.1 Classroom management
        2.2.2. Definition of CMSE
        2.2.3. Dimensions of CMSE
        2.2.4. Measurements of CMSE
        2.2.5. Relevant research on CMSE
    2.3. Teaching practicum
        2.3.1. The importance of teaching practicum
        2.3.2. Relevant research on teaching practicum and pre-service teacherself-efficacy
    2.4. Summary
3. Research Methodology
    3.1 Research Questions
    3.2 Context and Participants
    3.3 Research Methods
        3.3.1 Interview
        3.3.2 Classroom Observation
        3.3.3 Object gathering
    3.4 Data Collection and Analysis
4. Results and Discussion
    4.1 The Changes of English M.Ed. interns' CMSE during the Practicum
        4.1.1 Changes in organizing resources
        4.1.2 Changes in establishing instructions and procedures
        4.1.3 Changes in engaging students
        4.1.4 Changes in managing student behavior
    4.2 Factors Contributing to the Changes of English M.Ed. interns' CMSE during thePracticum
        4.2.1 Mentors
        4.2.2 Peers
        4.2.3 Students
        4.2.4 Individual Difference
        4.2.5 Schools
        4.2.6 Attributions
5. Conclusion
    5.1 Summary of the finding
    5.2 Implications of the study
    5.3 Limitations of the study
    5.4 Suggestions for further study
Bibliography
Appendix



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