教育理论课程对英语职前教师自我效能感影响的个案探究
Journal: Educational Research DOI: 10.12238/er.v8i4.5971
Abstract
教师自我效能（Teacher Self-efficacy）对职前教师的专业成长和发展至关重要，不仅影响教学效果和学生成绩，还能增强其留职意向和抗挫能力。目前，相关研究多关注教育实践对职前教师自我效能感的影响，针对理论课程如何作用于职前教师自我效能感的探讨尚显不足。本文通过对5名职前教师进行深入访谈，详细分析了英语教育理论课程对其自我效能感的影响。研究发现理论课程对职前教师在教学认知、教学技巧、教学策略方面有显著提升，但对于师生沟通、家校沟通的训练较为欠缺。本研究旨在为教师教育课程的设计与实施提供实证依据，以制定符合职前教师需求的教育策略，从而加强其自我效能感。
Keywords
职前教师教育；教育理论课程；英语教学自我效能感；自我效能感来源
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[2] Ross, John A. Teacher efficacy and the effects of coaching on student achievement[J]. Canadian Journal of Education, 1992, 17(1): 51-65.
[3] 赵娜. 特教教师教学效能感与职业倦怠现状及其关系研究[J].新课程研究(中旬刊),2013(7): 29-31+43.
[4] 宋萑,田士旭,吴雨宸.职前教师培养实证研究的系统文献述评(2015—2019)[J].华东师范大学学报（教育科学版）,2020,38(9):78-102.
[5] 李湘.空疏无用抑或用意深远——教师教育理论性课程的价值危机与澄明[J].高等理科教育, 2021(1):13-18.
[6] Bandura A. Self-efficacy: toward a unifying theory of behavioral change[J]. Psychological Review, 1977, 84(2): 191-215.
[7] Ashton P T, Webb R. Teachers’ sense of efficacy: toward an ecological model[C]. New York, NY: Annual Meeting of the American Educational Research Association, 1982.
[8] Palmer H D . Sources of self-efficacy in a science methods course for primary teacher education students[J]. Research in Science Education, 2006, 36(4).
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