THE RELATIONSHIP OF PRIOR TRAINING AND PREVIOUS TEACHING EXPERIENCE TO SELF-EFFICACY AMONG GRADUATE TEACHING ASSISTANTS
THE RELATIONSHIP OF PRIOR TRAINING AND PREVIOUS TEACHING EXPERIENCE TO SELF-EFFICACY AMONG GRADUATE TEACHING ASSISTANTS
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DOI：
10.1007/bf02496384
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发表时间：
1994-08-01
影响因子：
2.1
通讯作者：
ALTMAIER, EM
中科院分区：
文献类型：
--
作者：
PRIETO, LR;ALTMAIER, EM
本研究以Denham和Michael（1981）提出的教师自我效能感理论模型为基础，探讨了研究生助教教学自我效能感的影响因素，包括教师培训、教学经验和人口统计学变量。一个改编版的自我效能感走向教学量表（Tollerud，1990）管理的研究生助教的样本。研究生教学助理与事先培训认可的自我效能感水平显着高于那些没有培训。相关分析显示，先前的培训和先前的教学经验与自我效能感水平呈显著正相关。多元回归分析显示，先前的教学经验可以解释自我效能的显著差异。最后，针对研究生助教的培养与使用现况，探讨研究结果，并提出未来研究的建议。
This study, based on the theoretical model of Teacher Self-Efficacy proposed by Denham and Michael (1981), explored the effects of prior training, previous teaching experience, and certain demographic variables on the teaching self-efficacy of graduate teaching assistants. An adapted version of the Self-Efficacy Toward Teaching Inventory (Tollerud, 1990) was administered to a sample of graduate teaching assistants. Graduate teaching assistants with prior training endorsed a significantly higher level of self-efficacy than those with no training. Correlational analyses demonstrated significant positive relationships between prior training and previous teaching experience with level of self-efficacy. Multiple regression analysis indicated that previous teaching experience explained a significant amount of variance in self-efficacy. Results are discussed in light of the current training and utilization of graduate teaching assistants, and suggestions for future research are offered.