Early Childhood Teachers' Behavior Intention to Apply Teaching Aids

Autor/in	Kuo, Chuen-Tzay
Titel	Early Childhood Teachers' Behavior Intention to Apply Teaching Aids
Quelle	In: Journal of Instructional Psychology, 37 (2010) 2, S.170-183 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-1956
Schlagwörter	Early Childhood Education; Self Efficacy; Intention; Young Children; Preschool Teachers; Teacher Behavior; Teaching Methods; Environmental Influences; Teaching Conditions; Educational Media; Kindergarten; Child Care Centers; Questionnaires; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Self-efficacy; Selbstwirksamkeit; Frühe Kindheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher behaviour; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Environmental influence; Umwelteinfluss; Lehrbedingungen; Unterrichtsbedingungen; Bildungsmittel; Unterrichtsmedien; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Fragebogen; Ausland
Abstract	This research aimed to investigate the behavior intention of early childhood teachers to apply teaching aids. The survey method was used to collect data from 281 early childhood teachers currently working at early childhood education institutes. The data was analyzed by t-test, Chi-square analysis, and Pearson coefficient to examine the differences and correlation on various dimensions in different backgrounds. Stepwise regression-coefficient was analyzed to investigate the predictability of self-efficacy on behavior intention of teaching aids application of early childhood teachers. The results showed that: a. all early childhood teachers agreed that teaching aids acquired multiple functions; b. environmental conditions of teaching aids provided by early childhood education institutes located in different cities were different; c. most teachers showed both positive self-efficacy and high behavior intention of applying teaching aids in their teaching; d. behavior intention of applying teaching aids was influenced by the restriction of environmental conditions; e. teachers with higher self-efficacy also had higher behavior intention to use teaching aids in teaching; f. the major reason for not using teaching aids was because teachers had too many chores to prepare. Finally, some suggestions were proposed according to the results for the reference of relevant organizations and staff. (Contains 1 figure and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10