初任教師教學信念與其教學表現之研究：以幼稚園教師為例

A Study of Novice Teachers' Teaching Beliefs and Their Performances in Teaching: A Primary Survey for Kindergarten Teachers

隨著認知取向教學研究的發展，教師內在思考歷逐漸成為重要的研究焦點。其中，教師思考歷程中的教師潛隱理論與信念，不僅是教師思考歷程中的重要內在因素，而且是影響教師教學行為的重要因素，因此，本研究希望透過初任教師教學信念與教學表現的探討，提供教師養成教育與在職進修的參考。本研究從台中縣市抽取94所幼稚園，分別回收初任教師248 份與資深教師206份問卷，回收率為63.8%與53.0%。問卷資料採多變量變異數分析、典型相關分析等方法進行資料分析。研究結果發現一些重要結論，首先，初任教師的效能信念觀點比資深教師稍低，而且其在教學計畫、教學互動及教學氣氛三個層面上的教學表現也比資深教師弱。其次，初任教師的教學信念與其教學表現具有相關性，約具有四成多的解釋量。第三，各層面教學信念中，以效能信念對教學表現的相關程度較高。此外，並依據前述結論，提出一些相關建議。

This study aims to understand current kindergarten novice teachers' beliefs about teaching and their performances in teaching， and to investigate the relations between teachers' beliefs about teaching and their performances in teaching. Novice and experienced teachers in Taichuang City and Taichung County were the objects of questionnaires in this study. The return rates of these questionnaires were 63.8% and 53.0% respectively. MANOVA and canonical correlations were used for data analysis. Some important conclusions are found in this study. First， the experienced teachers' effectiveness belief about teaching and performances of teaching are better than the novice teachers'. Second， the novice teachers' teaching beliefs are positively correlated with their performances of teaching， and they account for 40% of the variation in performances of teaching. Third， the effectiveness belief about teaching is more closely related to performances of teaching. Furthermore， this study provides some suggestions about novice teachers.