The effectiveness of Web-based peer assessment system for teaching case video on elementary pre-service teachers' pedagogical content knowledge and teaching belief
碩士 === 國立新竹教育大學 === 教育學系碩士班 === 98 === The main purpose of this study was to explore the effectiveness of Web-based peer assessment in helping pre-service teachers improve their pedagogical content knowledge and pedagogical beliefs. In order to adopt an online video sharing website to promote pre-s...
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ndltd-TW-098NHCT52120432016-04-22T04:23:09Z http://ndltd.ncl.edu.tw/handle/90195516880722317093 The effectiveness of Web-based peer assessment system for teaching case video on elementary pre-service teachers' pedagogical content knowledge and teaching belief 探討網路化案例教學影音同儕互評對國小職前教師學科教學知識和教師信念影響之研究 Lin Liang Chun 林亮均 碩士 國立新竹教育大學 教育學系碩士班 98 The main purpose of this study was to explore the effectiveness of Web-based peer assessment in helping pre-service teachers improve their pedagogical content knowledge and pedagogical beliefs. In order to adopt an online video sharing website to promote pre-service teachers to exchange their thinking and feedback and develop their professional knowledge, this study used quasi-experimental design and pre-experimental design. Participants in this study were 65 pre-service teachers taking the course of ‘Practice Teaching in Elementary Schools’. 26 pre-service teachers were assigned into the experimental group, and 39 pre-service teachers were assigned into the control group. In the experimental group, 13 pre-service teachers perform mathematical trial teaching and others perform natural and life technology trial teaching. The instruments adpoted in this study were ‘Teacher Belief Appraisal (Yuan-yu Chu, 2001)’, ‘Content Representation Template (Loughran, Mulhall, & Berry, 2004)’, ‘the Observation Tools in the Developmental Instructional Assistance(De-Rui Zhang, 2004)’, and ‘Subject Knowledge Test for Elementary School Math and Natural and Life Technology’. The research results revealed that: 1. Both of the groups had tended to be more open in their teachers’ beliefs. The experimental group was more significant than the control group. 2. Compared with other pre-service teachers in the experimental group, pre-service teachers tending to be more active in evaluating their peers, have significantly better effectiveness in improving their pedagogical content knowledge. 3. The pre-service teachers in the experimental group tended to hold positive attitudes towards the Web-based peer assessment system in this study. Tzu-Hua Wang 王子華 2010 學位論文 ; thesis 190 zh-TW |
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碩士 === 國立新竹教育大學 === 教育學系碩士班 === 98 === The main purpose of this study was to explore the effectiveness of Web-based peer assessment in helping pre-service teachers improve their pedagogical content knowledge and pedagogical beliefs. In order to adopt an online video sharing website to promote pre-service teachers to exchange their thinking and feedback and develop their professional knowledge, this study used quasi-experimental design and pre-experimental design. Participants in this study were 65 pre-service teachers taking the course of ‘Practice Teaching in Elementary Schools’. 26 pre-service teachers were assigned into the experimental group, and 39 pre-service teachers were assigned into the control group. In the experimental group, 13 pre-service teachers perform mathematical trial teaching and others perform natural and life technology trial teaching. The instruments adpoted in this study were ‘Teacher Belief Appraisal (Yuan-yu Chu, 2001)’, ‘Content Representation Template (Loughran, Mulhall, & Berry, 2004)’, ‘the Observation Tools in the Developmental Instructional Assistance(De-Rui Zhang, 2004)’, and ‘Subject Knowledge Test for Elementary School Math and Natural and Life Technology’. The research results revealed that:
1. Both of the groups had tended to be more open in their teachers’ beliefs. The experimental group was more significant than the control group.
2. Compared with other pre-service teachers in the experimental group, pre-service teachers tending to be more active in evaluating their peers, have significantly better effectiveness in improving their pedagogical content knowledge.
3. The pre-service teachers in the experimental group tended to hold positive attitudes towards the Web-based peer assessment system in this study.
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Tzu-Hua Wang |
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Tzu-Hua Wang Lin Liang Chun 林亮均 |
author |
Lin Liang Chun 林亮均 |
spellingShingle |
Lin Liang Chun 林亮均 The effectiveness of Web-based peer assessment system for teaching case video on elementary pre-service teachers' pedagogical content knowledge and teaching belief |
author_sort |
Lin Liang Chun |
title |
The effectiveness of Web-based peer assessment system for teaching case video on elementary pre-service teachers' pedagogical content knowledge and teaching belief |
title_short |
The effectiveness of Web-based peer assessment system for teaching case video on elementary pre-service teachers' pedagogical content knowledge and teaching belief |
title_full |
The effectiveness of Web-based peer assessment system for teaching case video on elementary pre-service teachers' pedagogical content knowledge and teaching belief |
title_fullStr |
The effectiveness of Web-based peer assessment system for teaching case video on elementary pre-service teachers' pedagogical content knowledge and teaching belief |
title_full_unstemmed |
The effectiveness of Web-based peer assessment system for teaching case video on elementary pre-service teachers' pedagogical content knowledge and teaching belief |
title_sort |
effectiveness of web-based peer assessment system for teaching case video on elementary pre-service teachers' pedagogical content knowledge and teaching belief |
publishDate |
2010 |
url |
http://ndltd.ncl.edu.tw/handle/90195516880722317093 |
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