A Study on the Relationship between Epistemological Beliefs, Teaching Styles and Teacher Professional Development of Elementary Teachers

• Main Authors: Chin-Pei Lee, 李京蓓
• Other Authors: Der-Hsiang Huang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/84705356033005867251

碩士 === 大葉大學 === 教育專業發展研究所 === 102 === This research aims to investigate different epistemological beliefs and teaching styles of primary school teachers under different background variables, the correlation between epistemological beliefs and various variables of teaching styles of primary school teachers, and the prediction of epistemological beliefs and teaching styles of primary school teachers for teacher professional development. This research will propose relevant suggestions according to the research results after analysis of the questionnaire, so as to provide reference for primary school teachers and future researchers. This research uses the questionnaire survey method with primary school teachers in Taichung City as the research object. This research uses three scales, namely "epistemological beliefs scale", "teaching style scale" and "teacher professional development scale", and carries out statistical analysis using t test, one-way ANOVA, Pearson product-moment correlation analysis and multiple regression analysis method after collecting the questionnaires and sorting out the data. This research finds out that the epistemological beliefs and teaching styles of primary school teachers have predictive power for teacher professional development, and suggests primary school teachers to improve epistemological beliefs and teaching styles, in order to achieve positive favorable teacher professional development in respect of "professional skills", "professional knowledge", "professional attitude" and "professional ethics".