簡易檢索 / 詳目顯示

研究生: 季萱
Chi, Hsuan
論文名稱: 幼兒園教育實習生多元文化教育素養研究:專業能動性之預測力分析
Preservice Preschool Teachers' Multicultural Education Competency: The Predictive Effect of Professional Agency
指導教授: 賴文鳳
Lai, Wen-Feng
口試委員: 鄭青青
Cheng, Ching-Ching
林以凱
Lin, Yi-kai
賴文鳳
Lai, Wen-Feng
口試日期: 2022/06/29
學位類別: 碩士
Master
系所名稱: 人類發展與家庭學系
Department of Human Development and Family Studies
論文出版年: 2022
畢業學年度: 110
語文別: 中文
論文頁數: 94
中文關鍵詞: 專業能動性多元文化教育素養幼兒園教育實習生
英文關鍵詞: professional agency, multicultural education competency, preservice preschool teacher
研究方法: 調查研究
DOI URL: http://doi.org/10.6345/NTNU202200831
論文種類: 學術論文
相關次數: 點閱:111下載:6
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 本研究旨在探討幼兒園教育實習生專業能動性與多元文化教育素養的內涵,以及不同背景變項在專業能動性與多元文化教育素養的差異情形。此外,探究幼兒園教育實習生的背景變項、專業能動性與多元文化教育素養之關聯性。本研究採問卷調查法進行研究,研究工具為「幼兒園教育實習生專業能動性問卷」與「多元文化教育素養問卷」。以幼兒園教育實習生為研究對象,有效樣本為208人。調查所得問卷以描述性統計、獨立樣本t檢定、單因子變異數分析、點二系列相關、皮爾森積差相關以及逐步多元迴歸進行分析。依據資料分析結果,本研究的研究發現如下:
    一、幼兒園教育實習生的整體專業能動性自評表現屬於中高程度以上。
    二、幼兒園教育實習生的整體多元文化教育素養自評表現屬於中高程度以上。
    三、幼兒園教育實習生的「是否有修習多元文化相關課程」在多元文化教育素養
    上有顯著差異,且有修習者的多元文化教育素養自評分數高於未修習者。
    四、幼兒園教育實習生的「是否有修習多元文化相關課程」與多元文化教育素養
    呈現顯著相關,且有修習者的多元文化教育素養自評分數高於未修習者。
    五、幼兒園教育實習生的專業能動性與多元文化教育素養呈現中度正相關。
    六、幼兒園教育實習生的「專業能動性」對多元文化教育素養具有44.9%的正向
    預測力,在專業能動性的四個構面中,「觀察學習」對多元文化教育素養具有36%的正向預測力;「營造合作學習的環境」對多元文化教育素養具有5.1%的正向預測力;「教學省思」對多元文化教育素養具有3.5%的正向預測力。

    First of all, the study aimed to explore the connotation of the preservice preschool teachers’ professional agency and multicultural education competency. After that, the study examined the differences in the individual variables of preservice preschool teachers on their professional agency and multicultural education competency. Finally, the study analyzed the correlation of the preservice preschool teachers’ individual variables, professional agency and multicultural education competency. The data were collected from the 208 preschool preservice teachers by “Preservice Preschool Teachers’ Professional Agency Questionnaire” and “Multicultural Education Competency Questionnaire.” They were analyzed using the descriptive statistics, independent samples t-test, one-way analysis of variance, point-biserial correlation, Pearson product-moment correlation and stepwise multiple regression. The anticipated findings of the study were as follows:
    1. The preservice preschool teachers’ professional agency was above High-intermediate degree.
    2. The preservice preschool teachers’ multicultural education competency was above high-intermediate degree.
    3. There was a significant difference in the preservice preschool teachers’ multicultural education competency in the experience of multicultural education-related courses. Moreover, those who took courses related to multicultural education performed better than those who didn’t.
    4. There was a significant correlation between preservice preschool teachers’ the experience of multicultural education-related courses and multicultural education competency. In addition, those who took courses related to multicultural education performed better than those who didn’t.
    5. There was a positive correlation between the preservice preschool teachers’ professional agency and multicultural education competency.
    6. Preservice preschool teachers’ professional agency had 44.9% positive predictive effect on multicultural education competency. Among the four dimensions of professional agency, modeling had 36% positive predictive effect on multicultural education competency;collaborative learning environment had 5.1% positive predictive effect on multicultural education competency;reflection in classroom had 3.5% positive predictive effect on multicultural education competency.

    謝辭ⅰ 中文摘要ⅱ 英文摘要ⅲ 目次ⅳ 表次ⅶ 圖次ⅹ 第一章 緒論 第一節 研究動機 1 第二節 研究目的與問題 5 第三節 名詞釋義 6 第二章 文獻探討 第一節 專業能動性意涵與相關探討 8 第二節 多元文化教育與多元文化教育素養意涵與相關探討 18 第三節 專業能動性與多元文化教育素養之相關研究 29 第三章 研究方法 第一節 研究架構 37 第二節 研究對象 38 第三節 研究工具 40 第四節 資料蒐集與研究程序甘梯圖 46 第五節 資料處理與分析 49 第四章 研究結果 第一節 幼兒園教育實習生個人基本資料分析 51 第二節 專業能動性之現況 58 第三節 多元文化教育素養之現況 59 第四節 各背景變項在專業能動性與多元文化教育素養之差異 60 第五節 背景變項、專業能動性與多元文化教育素養之相關 64 第六節 背景變項、專業能動性與多元文化教育素養之迴歸 67 第五章 討論與建議 第一節 討論 71 第二節 建議 78 參考文獻 中文部分 81 外文部分 85 附錄 附錄一 幼兒園教育實習生專業能動性與多元文化教育素養調查問卷 90

    中文部分
    王俊斌(2020)。多元文化、文化際與後素養導向:能力取向觀點的批判性擴展。課程與教學,23(3),1-28。
    王俞鈞(2017)。幼兒園教育實習輔導教師教學輔導方式與實習生教學效能之研究(未出版碩士論文)。國立嘉義大學,嘉義。
    王品涵(譯)(2021)。善良的歧視主義者(原作者:金知慧)。台北市:臺灣東販。(原著出版年:2019)
    王費瑜(2020)。英語學習者於課堂外自主網衝之能動性: 學習者個人與他者之差異(未出版博士論文)。國立政治大學,台北。
    王雅玄(2007)。多元文化素養評量工具及其應用:現況與展望。教育研究與發展,3(4),149-179。
    王雅玄(2017)。多元文化誰與爭鋒?誰敢不從?─兼論多元文化霸權的危機。教育脈動,12,1-6。
    王雅玄(2021)。多元文化素養教科書的圖像。教科書研究,14(2),105-125。
    行政院(2022)。國情簡介。取自https://www.ey.gov.tw/state/99B2E89521FC31E1/2820610c-e97f-4d33-aa1e-e7b15222e45a
    何緼琪、蔡純純、范德鑫、張景媛(2009)。師資生多元文化教學能力量表之編製。測驗學刊,56(1),99-128。
    吳雅玲(2007)。多元文化師資培育理論與實務之探究。中正教育研究,6(1),61-93。
    呂宜霖(2020)。一加一大於N-數學實踐社群能動性之探究(未出版碩士論文)。國立臺灣師範大學,台北。
    呂枝益(2000)。教科書中族群偏見的探討與革新。原住民教育季刊,17,34-51。
    李佩珊(2021)。臺灣中小學輔導人員施為量表發展與效化研究。教育心理學報,52(3),545-570。
    李城忠(2018)。應用統計學:SPSS & AMOS範例分析完全手冊(第三版)。新北市:新文京。
    周鳳美、宋佩芬(2005)。實習教師建構教師專業認同之研究。新竹師院學報,(20),1-26。
    季萱(2021)。師資培育經驗、實習歷程、生涯規劃與幼兒園教育實習生專業能動性之相關研究(未出版碩士論文)。國立嘉義大學,嘉義。

    林和春、黃詣翔、張素貞(2015)。師資生參與教育實習教學能力改變之研究。中等教育,66(1),104-135。
    林宥蓁(2015)。教師多元文化教育素養量表之編製(未出版碩士論文)。國立臺南大學,臺南。
    邱皓政(2015)。量化研究法(二):統計原理與分析技術。臺北市:雙葉書廊。
    姜添輝(2010)。影響結構與施為之間互動關係的媒介物:小學教師的專業認同與文化覺知的分析。台灣教育社會學研究,10(1),1-44。
    洪佳慧(2006)。職前教師多元文化教育觀的發展與教育實踐之敘說研究。(未出版碩士論文)。國立花蓮教育大學,花蓮。
    科技部(2018)。國際公民教育與素養調查研究(ICCS 2016)成果發表。取自https://www.most.gov.tw/folksonomy/detail?subSite=main&article_uid=71e894e9-a886-4602-854e-2a949ad11478&menu_id=9aa56881-8df0-4eb6-a5a7-32a2f72826ff&l=CH
    徐柏蓉(2017)。教育部提升國民素養專案中教育人圖像與方案能動性之研究(未出版博士論文)。國立臺灣師範大學,台北。
    高雪松、陶堅、龔陽(2018)。課程改革中的教師能動性與教師身份認同-社會文化理論視野。外語與外語教學,(1),19-28。
    常雅珍、林昌本、倪志琳(2014)。幼保實習課程中學生省思角色定位與試教過程之研究。長庚科技學刊,20,71-86。
    張芷瑄(2020)。教師集體課程創新:轉化能動性概念工具的再探究。課程與教學,23(1),93-116。
    張建成(2007)。獨石與巨傘─多元文化主義的過與不及。教育研究集刊,53(2),103-127。
    張美瑤(2009)。多元文化教育改革之省思。正修通識教育學報,6,320-339。
    張娜(2012)。教師專業發展能動性量表的研製。心理研究,5(3),78-84。
    張菁芳(2014)。臺灣<幼兒教育及照顧法>對幼教師資培育影響:從女性主義觀點分析。中華行政學報,(14),187-199。
    張嘉育、黃政傑(2007)。臺灣新移民子女教育課題與方向。課程與教學,10(1),1-18。
    張耀宗(2006)。幼兒園所的多元文化教育實踐。幼兒教保學刊,4,107-122。
    教育部(2000)。國家教育研究院雙語詞彙、學術名詞暨辭書資訊網。取自http://terms.naer.edu.tw/detail/1309126/
    教育部(2003)。國家教育研究院雙語詞彙、學術名詞暨辭書資訊網。取自
    https://terms.naer.edu.tw/detail/1284515/
    教育部(2012a)。國家教育研究院雙語詞彙、學術名詞暨辭書資訊網。取自
    http://terms.naer.edu.tw/detail/1453894/
    教育部(2012b)。國家教育研究院雙語詞彙、學術名詞暨辭書資訊網。取自http://terms.naer.edu.tw/detail/1678771/
    教育部(2014)。十二年國民基本教育課程綱要。中華民國政府出版品。
    教育部(2019)。中華民國師資培育統計年報。台北:教育部。線上檢索日期:2021年11月30日。取自:https://depart.moe.edu.tw/ed2600/News.aspx?n=C6A181E8F32C2BBA&sms=EA1FA0326D3BA142
    教育部(2022a)。教育實習績優獎。台北:教育部。線上檢索日期:2022年7月8日。取自:https://eii.ncue.edu.tw/Practice/Apps/Sys/MasterIndex.aspx?flag=DownLoad
    教育部(2022b)。全國教保資訊網。台北:教育部。線上檢索日期:2022年7月8日。取自:https://www.ece.moe.edu.tw/ch/preschool/course/coaching/
    曹如愛(2016)。屏東縣原住民地區國小學童文化認同與學習適應關係之探討(未出版碩士論文)。國立屏東大學,屏東。
    許美華(2004)。從「結構行動理論」看教學中師生的能動性。國民教育研究集刊,12,91-103。
    許籐繼(2008)。臺北縣國民中小學教師多元文化教育素養之研究─以新住民子女教育為例。臺北縣政府教育局研究專案。臺北縣:臺北縣政府教育局。
    郭丁熒(2009)。教師角色轉化模式:以教師施為當作核心的歷程。台灣教育社會學研究,9(2), 1-36。
    郭至和、楊筱培(2005)。從一則實習教師的成長故事探討反省教學在實習制度上的運用。應用心理研究,(27),167-214。
    陳志賢、李翰林、張靜儀(2009)。幼兒園教保人員對外籍配偶子女接納程度及其影響因素研究。屏東教育大學學報-教育類,(32),211-244。
    陳怡靖(2019)。師資生多元文化教保活動設計概況與多元文化素養之研究。臺灣教育評論月刊,8(4),166-194。
    陳美如(2000)。多元文化課程的理念與實踐。臺北市:師大書苑。
    陳麗如(2011)。國民小學英語教師教學施為之研究:結構與施為的觀點(未出版博士論文)。國立嘉義大學,嘉義。
    曾素秋(2011)。多元文化教育課程對師資生多元文化素養影響之研究。教育研究與發展,7(1),111-150。
    黃泓霖、劉唯玉(2013)。我的麻吉實習輔導老師:實習輔導教師教學風格與實習教師學習風格關係之研究。師資培育與教師專業發展期刊,6(1),1-24。
    黃致偉(2020)。為台灣而教(TFT)教師培育計畫的實踐-批判的多元文化主義分析觀點(未出版碩士論文)。國立政治大學,臺北。
    黃嘉莉(2020)。十二年國民基本教育課程改革中教師能動性之使動與制約因素:社會結構二元論觀點。課程與教學,23(1),61-92。
    黃嘉莉、武佳瀅(2015)。我國教育實習學生知覺教師專業知能習得、運用與重要之研究。教育科學研究期刊,60(2),1-32。
    楊巧玲 (2008)。教育改革對教師專業認同之影響:五位國中資深教師的探索性研究。師大學報,53(1),25-54。
    楊智穎(2011)。弱勢者教育改革中教師專業認同之研究:偏鄉學校教師敘事的省思。屏東教育大學學報,36,499-522。
    楊傳蓮(2000)。國小教師的多元文化教育素養指標初步建構之研究。花蓮師院學報,11,143-170。
    劉美慧(2005)。多元文化師資培育-一位師資培育者的敘事探究。載於中華民國師範教育學會(主編),教師的教育理念與專業標準(203-230頁)。臺北市:心理。
    劉益嘉(2017)。幼兒園教師多元文化教育素養之探究:教學信念、教學實踐、教學困境及解決策略(未出版碩士論文)。國立臺灣師範大學,臺北。
    鄭伊芸(2020)。柔韌的能動性:巡迴教師中心案例(未出版碩士論文)。國立臺北教育大學,台北。
    鄭青青 (2021)。課程轉變歷程中之教師能動性(agency) : 以實施幼兒園教保活動課程大綱為例(科技部專題研究計畫編號:108WFA1610331)。台北:中華民國行政院國家科學委員會。
    鄭雅婷(2017)。幼兒園教師多元文化素養、師生互動、園長領導行為對幼兒園教師教學效能的相關研究(未出版博士論文)。國立臺南大學,臺南。
    賴如足(2015)。國小教師執行語文教學活動施為歷程之個案研究(未出版博士論文)。台中教育大學,台中。
    錢富美(2011)。多元文化課程設計之應用-以國小社會學習領域為例。區域與社會發展研究,2,215-246。
    錢富美(2012)。從教學檔案分析國小教育實習生專業發展歷程之研究。區域與社會發展研究,(3),113-142。
    鍾芳玲、曹俊德、賴文宗(2013)。以無母數統計真實呈現-南投縣幼兒園園長多元文化之重要性知覺與實踐現況。國立嘉義大學幼兒教保研究期刊,10,60-89。
    譚光鼎(1999)。族群關係與教育。花蓮師報,7,265-288。
    譚光鼎、劉美慧、游美惠(2012)。多元文化教育(第三版)。臺北市:高等教育。

    外文部分
    Ahonen, E., Pyhalto, K., Pietarinen, J., & Soini, T. (2015). Student teachers’ key
    learning experiences – Mapping the steps for becoming a professional teacher.
    International Journal of Higher Education, 4, 151-165.
    Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
    Bandura, A. (2001). Social Cognitive Theory: An Agentic Perspective. Annual Review of Psychology, 52, 1-26.
    Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1, 164-180.
    Banks, J. A. (1993). Multicultural education: characteristics and goals. In J. A. Banks & C. A. M. Banks (Eds.), Multicultural education: Issues and perspectives (2nd ed.) (pp. 1-27). Allyn and Bacon.
    Banks, J. A., & Banks, C. A. M. (2010). Multicultural Education: Issues and
    Perspectives (7th ed.). Wiley.
    Beijaard, D. (1995). Teachers’ prior experiences and actual perceptions of professional identity. Teachers and Teaching, 1, 281-294.
    Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107-128.
    Bennett, C. I. (1995). Comprehensive Multicultural education: Theory and practice (3rd ed.). Allyn and Bacon.
    Bergum, V. (2003). Relational pedagogy: Embodiment, improvisation, and
    interdependence. Nursing Philosophy, 4, 121-128.
    Biesta, G. & Tedder, M. (2007) Agency and learning in the life course: Towards an ecological perspective. Studies in the Education of Adults, 39(2), 132-149.
    Biesta, G., & Tedder, M. (2006). How Is Agency Possible? Towards an Ecological Understanding of Agency-as-Achievement. Learning Lives: Learning, Identity, and Agency in the Life Course. Working Paper Five, Exeter: Teaching and Learning Research Program.
    Bolhuiz, S., & Voeten, M. J. M. (2004). Teachers’ conception of student learning and own learning. Teachers and Teaching: Theory and Practice, 10, 77-98.
    Boyd, R., MacNeil, N., & Sullivan, G. (2006). Relational pedagogy: Putting balance
    back into students’ learning. Curriculum Leadership: An Electronic Journal for Leaders in Education. http://cmslive.curriculum.edu.au/leader/default.asp?id=13944&issueID=10277
    Buchanan, R. (2015) Teacher identity and agency in an era of accountability. Teachers and Teaching, 21(6), 700-719.
    Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2011).
    Profiling teachers’ sense of professional identity. Educational Studies, 37, 593-608.
    Corbett, J. (2001). Supporting inclusive education. Routledge Falmer.
    Corbett, J., & Norwich, B. (1999). Learners with special education needs. In P.
    Mortimore (Ed.), Understanding pedagogy and its impact on learning (pp. 115-136). Paul Chapman.
    Edwards, A. (2005). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43(1), 68-82.
    Edwards, A., & D’Arcy, C. (2004). Relational agency and disposition in sociocultural
    accounts of learning to teach. Educational Review, 56, 147-155.
    Edwards, A., & Protheroe, L. (2003). Learning to see in classrooms: What are student teachers learning about teaching and learning while learning to teach in schools? British Educational Research Journal, 29, 227-242.
    Emirbayer, M, & Mische, A. (1998). What is agency? American Journal of Sociology, 103(4), 962-1023.
    Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45-65.
    Evers, W. J. G., Brouwers, A., & Tomic, W. (2002). Burnout and self-efficacy: A study
    on teachers’ beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72, 227-243.
    Grant, C. A., & Sleeter, C. E. (1996). After the school bell rings. Falmer Press.
    Greene, M. (1978). Landscapes of learning. Teachers College Press.
    Greeno, J. G. (2006). Authoritative, accountable positioning and connected, general
    knowing: Progressive themes in understanding transfer. Journal of the Learning Sciences, 15, 537-547.
    Heikkila, A., Lonka, K., Nieminen, J., & Niemivirta, M. (2012). Relations between
    teacher students’ approaches to learning, cognitive and attributional strategies, well-being and study success. Higher Education, 64, 455-471.
    Hitlin, S., & Elder Jr., G. H. (2007). Time, self, and the curiously abstract concept of agency. Sociological Theory, 25(2), 170-191.
    Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social
    and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491-525.
    Johnson, V. D., Kang, Y. S., & Thompson, G. F. (2011). Structural Analysis of the
    Resident Assistant Cultural Diversity Questionnaire. Journal of College and University Student Housing, 37(2), 38-53.
    Kline, R. B. (1998). Principles and practice of structural equation modeling. The
    Guilford Press.
    Kumpulainen, K., & Lipponen, L. (2012). The dialogic construction of agency in
    classroom communities. In M. B. Ligorio & M. Cesar (Eds.), Interplays between dialogical learning and dialogical self (pp. 193-217). Information Age Publishing.
    Liggett, T. (2011). Critical multicultural education and teacher sense of agency.
    Teaching Education, 22(2), 185-197. https://doi.org/10.1080/10476210.2011.566603
    Liggett, T., & Finley, S. (2009). Upsetting the apple cart: Issues of diversity in pre-
    service teacher education. Multicultural Education, 16(4), 33-38.
    Lipponen, L., & Kumpulainen, K. (2011). Acting as accountable authors: Creating
    interactional spaces for agency work in teacher education. Teaching and Teacher Education, 27, 812-819.
    Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation,
    engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79, 327-365.
    Nieto, S. (1996). Affirming diversity: The sociopolitical context of multicultural education (2nd ed.). Longman.
    Pantić, N. (2015). A model for study of teacher agency for social justice. Teachers and Teaching, 21(6), 759-778.
    Pantić, N. (2017). An exploratory study of teacher agency for social for study social justice. Teaching and Teacher education, 66, 219-230.
    Pantić, N., Taiwo, M., & Martindale, A. (2019). Roles, practices and contexts for acting as agents of social justice – student teachers’ perspectives. Teachers and Teaching, 25(2), 220-239.
    Paris, C. L. (1993). Teacher agency. Teachers College Press.
    Paris, C., & Lung, P. (2008). Agency and Child-Centered Practices in Novice Teachers: Autonomy, Efficacy, Intentionality, and Reflectivity. Journal of Early Childhood Teacher Education, 29(3), 253-268.
    Polanyi, M. (1958). Personal Knowledge: Towards a post-critical philosophy. The
    University of Chicago Press.
    Pope, R. L. & Reynolds, A. L. (1997). Student affairs core competencies: Integrating
    multicultural awareness, knowledge, and skill. Journal of College Student Development, 38(3), 266-277.
    Priestly, M., Biesta, G., & Robinson, S. (2015). Teacher agency: What is it and why does it matter? In R. Kneyber & J. Evers (Eds.), Flip the System: Changing Education from the Bottom Up (pp. 134-146). Routledge.
    Pyhalto, K., Ahonen, E., Pietarinen, J., & Soini, T. (2011). Comprehensive school
    teachers’ perceptions of the pupil’s role in the school community. In M. A. Meyer & B. Hudson (Eds.), Beyond fragmentation: Didactics, learning and teaching (pp. 177-189). Barbara Budrich.
    Pyhalto, K., Pietarinen, J., & Soini, T. (2012). Comprehensive school teachers’
    professional agency in large-scale educational change. Journal of Educational Change, 15, 303-325. https://doi.org/10.1007/s10833-013-9215-8
    Pyhältö, K., Pietarinen, J., & Soini, T. (2014). Comprehensive school teachers' professional agency in large-scale educational change. Journal of Educational Change, 15(3), 303-325.
    Rogoff, B. (2003). The cultural nature of human development. Oxford University
    Press.
    Sachs, J. (2000). The activist professional. Journal of Educational Change, 1, 77-94.
    Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A
    study of relations. Teaching and Teacher Education, 26, 1059-1069.
    Soini, T., Pietarinen, J., Toom, A., & Pyhältö, K. (2015). What contributes to first-year
    student teachers’ sense of professional agency in the classroom? Teachers and Teaching, 21(6), 641-659.
    Spilt, J., Koomen, H., & Thijs, J. (2011). Teacher wellbeing: The importance of
    teacher–student relationships. Educational Psychology Review, 23, 457-477.
    Stein, M. K., & Wang, M. C. (1988). Teacher development and school improvement:
    The process of teacher change. Teaching and Teacher Education, 4, 171-187.
    Sykes, P., & Darling-Hammond, L. (Eds.). (1999). Teaching as the learning profession:
    Handbook of policy and practice. Jossey Bass.
    Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher
    education. Teaching and Teacher Education, 4(2), 99-110.
    Tiedt, P. L., & Tiedt, I. M. (1995). Multicultural Teaching: A Handbook of activities,
    information, and resources (4th ed.). Allyn and Bacon.
    Turnbull, M. (2002). Student teachers professional agency in the practicum: Myth or
    possibility? (Unpublished doctoral dissertation). Curtin University of Technology, Perth, Western Australia.
    Turnbull, M. (2005). Student teacher professional agency in the practicum. Asia-Pacific Journal of Teacher Education, 33, 195-208.
    Van Eekelen, I. M., Vermunt, J. D., & Boshuizen, H. P. A. (2006). Exploring teachers’
    will to learn. Teaching and Teacher Education, 22, 408-423.
    Van Petegem, P., & Donche, V. (2006). Learning environment in higher education:
    Assessing pattern of learning and teaching. In D. Fisher (Ed.), Contemporary approaches to research on learning environments (pp. 93-124). World Scientific.
    Vermunt, J. D., & Minnaert, A. (2003). Dissonance in student learning patterns: When to revise theory? Studies in Higher Education, 28, 49-61.
    Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
    processes. Harvard University Press.
    Wheatley, K. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21, 747-766.

    下載圖示
    QR CODE