中部地區幼兒教師參與學士後在職進修與教師專業發展之調查研究

蔣姿儀; 林亞萱

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2024/01/01~2024/12/31

感谢试用，科学期刊库｜科学论文库，期间：2024/10/20~2025/01/20

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P141 - 168

社会科学 > 教育学

DOI： 10.6764/JTEPD

书目管理工具

相关连结

问题回报

全文下载

中部地区幼儿教师参与学士後在职进修与教师专业发展之调查研究

A Survey Study of Preschool Teachers' Participation in Post-Baccalaureate In-Service Education and Professional Development in Central Taiwan

蒋姿仪(Tzu-Yi Chiang) ；林亚萱(Ya-Hsuan Lin)

师资培育与教师专业发展期刊； 6 卷 2 期 (2013 / 12 / 01) ， P141 - 168

繁体中文

幼儿教师；在职进修；教师专业发展；学士後在职进修； preschool teacher ； in-service education ； teacher professional development ； post-baccalaureate in-service education

0 个人觉得这篇文章赞

摘要 │ 参考文献 (33) │ 被引用文献 (6) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

This study investigated participation in post-baccalaureate in-service education and professional development among preschool teachers in central Taiwan. The methodology was based on questionnaire survey. The ”Questionnaire on Participation in Post-Baccalaureate In-Service Education and Professional Development” was used. A total of 1012 teachers from kindergartens or day-care centers in Taichung City, Changhua County/City, and Nantou County/City participated in this survey. The collected responses were processed and analyzed using methods including descriptive statistics, independent sample t-test, and one-way ANOVA. From research findings, the following conclusions were obtained:1. Most of the preschool teachers in central Taiwan had a high intention to attend post-baccalaureate in-service education(1)The primary incentives for the preschool teachers in central Taiwan to attend post-baccalaureate in-service education were ”increase professional knowledge in education”, ”fulfill personal career plans and goals”, and ”meet the trend of the times”. Among the professional courses of in-service education, ”courses related to counseling preschool children” were most demanded. The main barriers to their participation were ”high instructional and administrative workloads” and ”a fear for heavy schoolwork”.(2)Overall, ”unmarried” teachers showed a higher intention for in-service education than ”married” ones.(3)Teachers who were ”married”, having a ”vocational school” education background, ”not a certified teacher” or teaching in ”day-care centers” perceived more barriers to their participation in-service education than teachers who were ”unmarried”, having a ”college” education background, ”a certified teacher” or teaching in ”kindergartens”.2. Most preschool teachers in central Taiwan had a positive attitude toward and recognition of their overall professional development(1)Teachers who were ”married”, ”senior”, having an ”above graduate school” education background, ”a certified teacher”, ”previously or currently studying in graduate program”, and teaching in ”kindergartens” located in ”Taichung City” and having ”31~60 students” showed better overall professional development.3. There was a significant relationship between participation in post-baccalaureate in-service education and professional development among preschool teachers in central Taiwan(1)The ”overall dimension” of participation in post-baccalaureate in-service education as well as its subdimensions, ”incentive” and ”curriculum needs”, were all significantly related to the ”overall dimension” of professional development and its subdimensions, ”professional knowledge in preschool education” , ”teaching techniques” , and ”professional attitude”.

参考文献 ( 33 ) 〈TOP〉

教育部(2008)。教育部补助友善教保服务实验计划作业要点。取自http://www.edu.tw/budget.aspx?budget_sn=561&site_content_sn=99
幼儿教育及照顾法（2013年5月22日）
师资培育法（2005年12月28日）
教育部(2012)。幼儿园教师专业标准（草案）第 6 版。取自http://www.edu.tw/pages/detail.aspx?Node=3336&Page=16918&WID=1112353c-88d0-4bdb-914a-77a4952aa893
The Australian Institute for Teaching and School Leadership[AITSL](2013). Australian Professional Standards for Teachers. Retrieved from http://www.teacherstandards.aitsl.edu.au/Evaluation

被引用文献 ( 6 ) 〈TOP〉

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址