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|Other Titles:||A Study on the Relationships among Teaching Belief, Teacher Professional Development, and Teaching Efficiency for the Teachers of the Electrical and Electronic Cluster in Vocational High Schools|
Department of Industrial Education, NTNU
Subjects are selected via convenience sampling from Senior Vocational High School Teachers of Electrical and Electronic Cluster on 2013 in Taiwan. Total 410 questionnaires are distributed to subjects and 289 are returned with 268 valid data （92.73%） then put into statistical analysis process. The purpose of this study is to explore the relationships among Teaching Belief, Teacher Professional Development, and Teaching Efficiency of Electrical and Electronic Cluster. Some conclusions obtained based on the results of data analysis are as follows: 1. Teaching belief of the teachers of electrical and electronic cluster reflects a positive orientation in the role of teachers, curriculum, teaching behavior, and student differences. Mentor teachers’ teaching belief is better than novice teachers' from the study. 2. As for teacher professional development, all the teachers reach a standard level. The professional ethics and attitudes are better. The teacher professional development of mentor teachers shows significant differences than novice teachers. 3. Teaching efficiency shows no significant differences in genders and academic background, but it shows significant differences in ages. The study shows teaching belief, teacher professional development, and teaching efficiency shows significant relevance. Teaching belief and teacher professional development can predict teaching efficiency positively.
|Appears in Collections:||技術及職業教育學報|
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