http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
RYANG Dohyoung 한국수학교육학회 2014 수학교육연구 Vol.18 No.1
This study develops the Mathematics Teaching Efficacy Scale (MTES) measuring efficacy beliefs of Korean preservice teachers seeking the secondary mathematics teaching certificate. This study focuses on establishing the factorial validity of the MTES based on Bandura’s two-dimension theory. The 2-factor structure of the MTES was explored on the first data set, andthen the structure was confirmed on the second subset.TheMTES consists of 18 items: 12items of the personal efficacy and the sixitems of theoutcome expectancy.
( Ryang Dohyoung ) 한국수학교육학회 2014 수학교육 학술지 Vol.2014 No.1
This study develops the Mathematics Teaching Efficacy Scale (MTES) measuring efficacy beliefs of Korean preservice teachers seeking the secondary mathematics teaching certificate. This study focuses on establishing the factorial validity of the MTES based on Bandura`s two-dimension theory. The 2-factor structure of the MTES was explored on the first data set, andthen the structure was confirmed on the second subset.TheMTES consists of 18 items: 12items of the personal efficacy and the sixitems of theoutcome expectancy.
수학 교수 효능감 척도의 개발 및 정당화: 확인적 요인분석
량도형 ( Dohyoung Ryang ) 한국수학교육학회 2014 수학교육 Vol.53 No.2
교사의 자기 효능감은 그 교사가 실제로 잘 가르칠지를 예측하는 매우 강력한 구인이다. 본 연구는 우리나라의 초등 예비교사들이 수학을 가르치는데 대한 효능감을 측정하는 정당한 척도를 개발하는 것이다. 먼저, 문헌조사로부터 개인효능감과 결과기대감의 두 개 변인에서 58개의 문항을 개발하였고, 표본 크기 919인 자료 위에서 정규성 검사를 실시하였다. 다음에 전체 자료를 크기가 각각 419와 500인 두 개의 표본으로 나누었고, 첫째 표본에서 신뢰도 검사 및 탐색적 요인 분석을, 둘째 표본에서 확인적 요인 분석을 실시하였다. 최종적으로 개인효능감 변인에서 12 문항, 결과기대감 변인에서 6 문항 등 총 18개의 문항으로 구성된 수학교수효능감척도(MTES)를 개발하였다.
Teaching and Learning Conceptions and Teacher Efficacy of Korean Preservice Teachers
( Na Young Kwon ),( Dohyoung Ryang ) 한국수학교육학회 2019 수학교육연구 Vol.22 No.1
This study aims to examine changes in teaching and learning conceptions and sense of efficacy as well as relationships between them. Data were collected from 121 Korean preservice teachers before and after a 4-week teaching practicum. The results indicated that constructivist conceptions of teaching and learning increased over the practicum period and teacher efficacy shifted as well. In addition, correlations among the constructs were strengthened over the practicum period. Interestingly, constructivist conceptions related to differentiated education were not significant, while traditional conceptions related to teacher-guided lessons were significant after the practicum. These results imply that Korean preservice teachers still place value on the traditional perspective, even though constructivism dominates the current educational policies of Korea.