韩国职前教师资优自我知觉:对教师自我效能感与资优教育态度的影响

IF 1.2 Q3 EDUCATION, SPECIAL
Heejin Woo, Therese M. Cumming
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引用次数: 0

摘要

教师对自身能力的自我认知影响其教学态度,进而影响教师的教学实践和学生的学习成绩。本研究旨在探讨韩国职前小学教师资优自我知觉及其资优教育态度与自我效能的关系。这项混合方法的研究包括对481名韩国小学四年级职前教师的调查,以及对13名调查参与者的后续焦点小组访谈。调查结果显示,韩国的职前教师往往不认为自己有天赋。此外,男职前教师的资优自我知觉平均得分显著高于女职前教师。资优自我认知与资优学生教学自我效能感和视资优教育为精英的倾向呈正相关,与资优教育支持呈负相关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
South Korean Preservice Teachers’ Self-Perception as Gifted: Impact on Teacher Self-Efficacy and Attitudes Toward Gifted Education
Teachers’ self-perception of their competence impacts their attitudes toward teaching, which in turn, influences both their practice and student outcomes. The goal of the current study is to explore South Korean preservice primary school teachers’ self-perception of being gifted and the relationship between their self-perception and self-efficacy in attitudes toward gifted education. This mixed-methods study includes a survey of 481 fourth-year South Korean preservice primary school teachers and follow-up focus group interviews with 13 of the survey participants. The survey results indicate that South Korean preservice teachers tend to not consider themselves as gifted. Also, the mean score of self-perception as gifted for the male preservice teachers was significantly higher than that of the female preservice teachers. Their self-perception as gifted was positively related to their self-efficacy in teaching gifted students and their tendency of seeing gifted education as elitist but negatively related to their support of gifted education.
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CiteScore
3.00
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