能力,准备和放松:在微教训培训中,EFL学生教师的自我效能和教学成绩的贡献因素
1School of Foreign Languages and Literatures, Chongqing Normal University, China.
Heliyon
|February 29, 2024
概括
微教训培训提高了学生教师的技能,但经验和演讲能力意外地降低了课程交付. 在这项研究中,公开演讲的焦虑没有影响自我效能.
科学领域:
- 教育心理学教育心理学
- 教师培训 培训教师培训
- 获得第二语言的学习.
背景情况:
- 微教是培养学生教师技能的一个关键方法.
- 有限的研究存在于影响自我效能和教学成绩的因素在微教.
- 本研究探讨了影响英语外语 (EFL) 学生教师的关键因素.
研究的目的:
- 识别和分析有助于自我效能和教学表现的因素,在EFL学生教师接受微型教学.
- 解决有关这些促成因素的现有文献上的差距.
- 开发一个理论框架,以优化微教课程.
主要方法:
- 从现有文献中综合了五个促成因素.
- 收集了272名EFL学生教师的调查数据.
- 使用结构方程建模 (SEM) 来分析因子之间的关系.
主要成果:
- 在教学经验,EFL讲话能力和课程交付能力之间发现了意想不到的负面关系.
- 在教训交付能力和自我效能之间观察到负面关系.
- 公共演讲焦虑对EFL学生教师的自我效能没有显著影响.
结论:
- 建立了一个理论框架,以指导决策者改善微教培训.
- 识别了微教计划中的关键障碍和促进者.
- 该框架可适应更广泛的教师教育学术研究.
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