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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/93738

    Title: 大台北地區國中數學教師科技學科教學知識與教學信念相關性之研究
    Other Titles: Study on the relationships between junior high school mathematics teachers' TPACK and teaching beliefs in Taipei area
    Authors: 盧博偉;Lu, Po-Wei
    Contributors: 淡江大學教育科技學系數位學習在職專班
    賴婷鈴;Lai, Ting-ling
    Keywords: 科技學科教學知識;教學信念;資訊融入教學;Technological Pedagogical Content Knowledge;Teaching Beliefs;technology integration
    Date: 2013
    Issue Date: 2014-01-23 13:27:56 (UTC+8)
    Abstract: 身處二十一世紀,科技已是人們在生活中不可或缺的一部分,資訊運用能力成為教師的必備條件,科技學科教學知識(TPACK)因而成為教育者關心的議題。相關研究發現教師對於教學、學習及資訊融入教學的想法是影響教師運用科技於教學活動中的重要因素,因此若能瞭解教學信念與TPACK的關係,將有助於教師發展TPACK。故本研究將教師對教學與學習、資訊融入教學所持有的觀念及想法列為教學信念主要面向,以問卷調查臺北市與新北市國中數學教師TPACK與教學信念之現況,進一步探討個人背景變項(性別、年齡、任教年資與學校規摸)在TPACK及教學信念的差異情形,並分析TPACK與教學信念之相關性。
    Living in the 21st century, technology plays an important role in learning and instruction. Studies found that a number of factors, such as gender, age, pedagogical content knowledge and teaching beliefs influence teachers’ use of technology. Recently, educators proposed a Technological Pedagogical Content Knowledge (TPACK) framework to help teachers develop knowledge of technology integration. The purpose of the study is to investigate the relationships between junior high school mathematics teachers’ TPACK and teaching beliefs. Based on Koehler and Mishra’s TPACK framework and related studies, a survey with 51 items was developed to measure TPACK and teaching beliefs. 110 junior high school mathematics teachers in Taipei area completed the survey. The data was analyzed by descriptive statistics, t test, ANOVA. The results showed that mathematics teachers have high-intermediate level in TPACK but TPK is lower than other aspects. Mathematics teacher’s teaching beliefs incline to progressive approach, and the TPACK had middle and positive correlation with the teaching beliefs. Based on the study results, it was suggested that educational administration could hold more professional development activities to improve teachers’ TPK and to encourage constructivist teaching.
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Thesis

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