The effects of practice teaching sessions in second life on the change in pre-service teachers' teaching efficacy
The effects of practice teaching sessions in second life on the change in pre-service teachers' teaching efficacy
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DOI：
10.1016/j.compedu.2010.03.018
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发表时间：
2010-09-01
影响因子：
12
通讯作者：
Cheong, Donguk
中科院分区：
文献类型：
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作者：
Cheong, Donguk
本研究旨在探讨《第二人生》实践教学对职前教师教学效能变化的影响，以及个体教学实践与协作教学实践教学效能变化的差异。参与者被分为个人教学实践或协作教学实践小组，作为教学方法和教育技术课程的一部分。两组在《第二人生》中完成了两次实践教学课程，并在三个阶段的每个阶段之后使用了一种用于衡量职前教师教学效能信念的工具。研究人员在第一次实践教学前、第一次实践教学后和第二次实践教学后收集了两组数据。重复测量方差分析的结果表明，练习课程影响参与者个人教学效率的变化，但不影响教学结果预期。此外，结果表明，第二次练习后，小组之间的个人教学效果存在显着差异，但教学结果预期没有显着差异。两组之间的差异归因于每组参与者准备练习、练习教学的方法以及反思方法的不同。这项研究表明，职前教师可以在第二人生中获得有价值的教学实践，而且协作实践教学是比个人实践教学更有效的方式。 (C) 2010 Elsevier Ltd. 保留所有权利。
The purpose of this research was to investigate the effect of practice teaching in Second Life on the Change of preservice teachers' teaching efficacy, and the difference of changes between individual teaching practice and collaborative teaching practice in their teaching efficacy. Participants were placed into the individual teaching practice or collaborative teaching practice group as a part of a teaching methods and educational technology course. Both groups completed practice teaching sessions twice in Second Life and an instrument adopted for measuring of pre-service teachers' teaching efficacy beliefs was administered after each of three stages. The researcher collected data from both groups before the first practice teaching, after the first practice teaching session, and after the second session. Results from a Repeated Measure ANOVA indicated that the practice sessions influenced changes in participants' personal teaching efficacy but not teaching outcome expectancy. In addition, the results indicated significant difference between groups on their personal teaching efficacy after the second practice session, but not on teaching outcome expectancy. The difference between the two groups is attributed to the different methods in preparing for the practice session, practicing the teaching, and the reflection methods posed to each group of participants. This research suggests that pre-service teachers can gain valuable teaching practice in Second Life, and furthermore that collaborative practice teaching is more effective way than individual approaches to practicing teaching. (C) 2010 Elsevier Ltd. All rights reserved.