The effectiveness of Web-based peer assessment system for teaching case video on elementary pre-service teachers' pedagogical content knowledge and teaching belief

• Main Authors: Lin Liang Chun, 林亮均
• Other Authors: Tzu-Hua Wang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/90195516880722317093

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.