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|Other Titles:||Vocational Subject Teachers’ Perception of Teaching Behaviors and Students’ Learning Achievements|
Department of Industrial Education, NTNU
There've been many researches about teacher's effective teaching but in the problems and characters of teaching in vocational subject. However, there are lots senior high school teachers who teach vocational subjects. At the same time, many scholars in our country mentioned that the result of teacher's self assessment about teaching efficacy and student ratings of teachers are the same. Therefore, the purposes of this study are to generalize the elements of effective teaching behavior according to the perceptions of vocational subject effective teachers' teaching behaviors, to compare the differences teaching behaviors and learning achievements between vocational subject effective teachers and normal teachers, and to analyze the relation between the perceptible teaching behaviors of vocational subject effective teachers and students' learning achievements. Literature Review and Questionnaire Survey were used in order to confirm the items of teachers' effective teaching behaviors and students' learning achievements, then 1550 questionnaires were delivered to 88 schools after the confirmation of reliability and validity. At last, 1171 questionnaires form 79 schools were returned, and 687 questionnaires were identified as effective teachers in this study. Primary data analyses were conducted using descriptive statistics analysis, exploratory factor analysis, one-way ANOVA, and canonical correlation analysis. The conclusion of this research are as the follows: (1) vocational subject teachers' effective teaching behaviors can be divided into four dimensions which are teaching preparation, practical teaching and environmental management, learning guidance, and teaching management and evaluation feedback; (2) the effective teachers' perceptions of effective teaching behaviors and students' learning achievements are much better than normal teachers; (3) there are relations between effective teaching behaviors and students’ learning achievements from the perceptions of the e
|Appears in Collections:||技術及職業教育學報|
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