Khám Phá Những Quan Niệm Của Giáo Viên Mẫu Giáo Về Giảng Dạy Và Học Hỏi, Và Tự Tin Của Họ Trong Quản Lý Lớp Học Và Kiến Thức Nội Dung Sư Phạm

Alt, D. (2018). Science teachers’ conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms. Teaching and Teacher Education, 73, 141–150. https://doi.org/10.1016/j.tate.2018.03.020 Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16, 74–94. https://doi.org/10.1007/BF02723327 Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191 Banu, M. S. (2014). Teachers’ beliefs and perceptions of quality preschool education in Bangladesh: A postcolonial analysis. Australasian Journal of Early Childhood, 39(4), 37–44. https://doi.org/10.1177/183693911403900406 Bentlcr, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246. https://doi.org/10.1037/0033-2909.107.2.238 Bullock, A., Coplan, R. J., & Bosacki, S. (2015). Exploring links between early childhood educators’ psychological characteristics and classroom management self-efficacy beliefs. Canadian Journal of Behavioural Science / Revue Canadienne Des Sciences Du Comportement, 47(2), 175–183. https://doi.org/10.1037/a0038547 Chan, K.-W. (2001). Validation of a measure of personal theories about teaching and learning. In Paper presented at the AARE 2001 Conference, Fremantle, Perth. Chan, K.-W., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817–831. https://doi.org/10.1016/j.tate.2004.09.002 Cheng, K.-H., & Tsai, C.-C. (2011). An investigation of Taiwan university students’ perceptions of online academic help seeking, and their web-based learning self-efficacy. Internet and Higher Education, 14(3), 150–157. https://doi.org/10.1016/j.iheduc.2011.04.002 Cheng, Y.-H., Tsai, C.-C., & Liang, J.-C. (2019). Academic hardiness and academic self-efficacy in graduate studies. Higher Education Research & Development, 38(5), 907–921. https://doi.org/10.1080/07294360.2019.1612858 Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263–272. https://doi.org/10.1177/0022487193044004004 Depaepe, F., Torbeyns, J., Vermeersch, N., Janssens, D., Janssen, R., Kelchtermans, G., Verschaffel, L., & Van Dooren, W. (2015). Teachers’ content and pedagogical content knowledge on rational numbers: A comparison of prospective elementary and lower secondary school teachers. Teaching and Teacher Education, 47, 82–92. https://doi.org/10.1016/j.tate.2014.12.009 Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmeck, A., & Leutner, D. (2014). Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology, 106(2), 569–583. https://doi.org/10.1037/a0035504 Domínguez, X., Vitiello, V. E., Maier, M. F., & Greenfield, D. B. (2010). A longitudinal examination of young children’s learning behavior: Child-level and classroom-level predictors of change throughout the preschool year. School Psychology Review, 39(1), 29–47. https://doi.org/10.1080/02796015.2010.12087788 Fan, R. J. D., & Tan, P. J. B. (2019). Application of information technology in preschool aesthetic teaching from the perspective of sustainable management. Sustainability, 11(7), 2179. https://doi.org/10.3390/su11072179 Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.2307/3151312 Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). Prentice Hall. Henson, R. K., Kogan, L. R., & Vacha-Haase, T. (2001). A reliability generalization study of the teacher efficacy scale and related instruments. Educational and Psychological Measurement, 61(3), 404–420. https://doi.org/10.1177/00131640121971284 Kane, R. G., & Russell, T. (2005). Reconstructing knowledge in action: Learning from the authority of experience as a first-year teacher. In D. Beijaard, P. C. Meijer, G. Morine-Dershimer, & H. Tillema (Eds.), Teacher professional development in changing conditions (pp. 133–148). Springer. Kember, D. (1997). A reconceptualisation of the research into university academics’ conceptions of teaching. Learning and Instruction, 7(3), 255–275. https://doi.org/10.1016/S0959-4752(96)00028-X Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59–76. https://doi.org/10.1016/j.edurev.2014.06.001 Koballa, T. R., Glynn, S. M., Upson, L., & Coleman, D. C. (2005). Conceptions of teaching science held by novice teachers in an alternative certification program. Journal of Science Teacher Education, 16(4), 287–308. https://doi.org/10.1007/s10972-005-0192-5 Kuo, T. M., Tsai, C.-C., & Wang, J.-C. (2021). Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness. The Internet and Higher Education, 51, 100819. https://doi.org/10.1016/j.iheduc.2021.100819 Lau, R. S., & Cheung, G. W. (2012). Estimating and comparing specific mediation effects in complex latent variable models. Organizational Research Methods, 15(1), 3–16. https://doi.org/10.1177/1094428110391673 Leuchter, M., Saalbach, H., Studhalter, U., & Tettenborn, A. (2020). Teaching for conceptual change in preschool science: Relations among teachers’ professional beliefs, knowledge, and instructional practice. International Journal of Science Education, 42(12), 1941–1967. https://doi.org/10.1080/09500693.2020.1805137 Luchs, A., & Fikus, M. (2018). Differently designed playgrounds and preschooler’s physical activity play. Early Child Development and Care, 188(3), 281–295. https://doi.org/10.1080/03004430.2016.1213726 McClelland, M. M., Tominey, S. L., Schmitt, S. A., & Duncan, R. (2017). SEL interventions in early childhood. The Future of Children, 27(1), 33–47. McCray, J. S., & Chen, J.-Q. (2012). Pedagogical content knowledge for preschool mathematics: Construct validity of a new teacher interview. Journal of Research in Childhood Education, 26(3), 291–307. https://doi.org/10.1080/02568543.2012.685123 McMullen, M., Elicker, J., Wang, J., Erdiller, Z., Lee, S.-M., Lin, C.-H., & Sun, P.-Y. (2005). Comparing beliefs about appropriate practice among early childhood education and care professionals from the US, China, Taiwan, Korea and Turkey. Early Childhood Research Quarterly, 20(4), 451–464. https://doi.org/10.1016/j.ecresq.2005.10.005 Miller, A. D., Ramirez, E. M., & Murdock, T. B. (2017). The influence of teachers’ self-efficacy on perceptions: Perceived teacher competence and respect and student effort and achievement. Teaching and Teacher Education, 64, 260–269. https://doi.org/10.1016/j.tate.2017.02.008 Ministry of Education (MOE). (2012). ECEC curriculum framework. Retrieved from https://www.ece.moe.edu.tw/ch/preschool/.galleries/preschool-files/NEW1.pdf. Neumann, K., Kind, V., & Harms, U. (2019). Probing the amalgam: The relationship between science teachers’ content, pedagogical and pedagogical content knowledge. InternationalJournal of Science Education, 41(7), 847–861. https://doi.org/10.1080/09500693.2018.1497217 Oppermann, E., Anders, Y., & Hachfeld, A. (2016). The influence of preschool teachers’ content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children’s play. Teaching and Teacher Education, 58, 174–184. https://doi.org/10.1016/j.tate.2016.05.004 Padilla, K., Ponce-de-León, A. M., Rembado, F. M., & Garritz, A. (2008). Undergraduate professors’ pedagogical content knowledge: The case of “amount of substance.” International Journal of Science Education, 30(10), 1389–1404. https://doi.org/10.1080/09500690802187033 Pedhazur, E. J. (1997). Multiple regression in behavioral research (3rd ed.). Harcourt Brace. Postareff, L., Lindblom-Ylänne, S., & Nevgi, A. (2008). A follow-up study of the effect of pedagogical training on teaching in higher education. Higher Education, 56(1), 29–43. https://doi.org/10.1007/s10734-007-9087-z Rahn, N. L., Coogle, C. G., & Storie, S. (2016). Preschool children’s use of thematic vocabulary during dialogic reading and activity-based intervention. Journal of Special Education, 50(2), 98–108. https://doi.org/10.1177/0022466915622202 Savas, A. C. (2012). The contribution of school-family cooperation on effective classroom management in early childhood education. Kuram Ve Uygulamada Eğitim Bilimleri, 12(4), 3099–3110. Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004 Smit, R., Weitzel, H., Blank, R., Rietz, F., Tardent, J., & Robin, N. (2017). Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK) and attitudes regarding scientific inquiry teaching within teacher training. Research in Science & Technological Education, 35(4), 477–499. https://doi.org/10.1080/02635143.2017.1353962 Snyder, J., Low, S., Schultz, T., Barner, S., Moreno, D., Garst, M., Leiker, R., Swink, N., & Schrepferman, L. (2011). The impact of brief teacher training on classroom management and child behavior in at-risk preschool settings: Mediators and treatment utility. Journal of Applied Developmental Psychology, 32(6), 336–345. https://doi.org/10.1016/j.appdev.2011.06.001 Stevens, J. (1996). Applied multivariate statistics for the social science (3rd ed.). Erlbaum. Torbeyns, J., Verbruggen, S., & Depaepe, F. (2020). Pedagogical content knowledge in preservice preschool teachers and its association with opportunities to learn during teacher training. ZDM, 52, 269–280. https://doi.org/10.1007/s11858-019-01088-y Voss, T., Wagner, W., Klusmann, U., Trautwein, U., & Kunter, M. (2017). Changes in beginning teachers’ classroom management knowledge and emotional exhaustion during the induction phase. Contemporary Educational Psychology, 51, 170–184. https://doi.org/10.1016/j.cedpsych.2017.08.002 Wang, Y.-L., & Tsai, C.-C. (2019). Exploring the structure of science learning self-efficacy: The role of science learning hardiness and perceived responses to capitalization attempts among Taiwanese junior high school students. Research in Science & Technological Education, 37(1), 54–70. https://doi.org/10.1080/02635143.2018.1480476 Wang, Y.-L., Tsai, C.-C., & Wei, S.-H. (2015). The sources of science teaching self-efficacy among elementary school teachers: A mediational model approach. International Journal of Science Education, 37(14), 2264–2283. https://doi.org/10.1080/09500693.2015.1075077 Webster-Stratton, C., & Reid, M. J. (2004). Strengthening social and emotional competence in young children-The foundation for early school readiness and success: Incredible years classroom social skills and problem-solving curriculum. Infants & Young Children, 17(2), 96–113. https://doi.org/10.1097/00001163-200404000-00002 Wong, A.K.-Y., Chan, K.-W., & Lai, P.-Y. (2009). Revisiting the relationships of epistemological beliefs and conceptions about teaching and learning of pre-service teachers in Hong Kong. Asia-Pacific Education Researcher, 18(1), 1–19. https://doi.org/10.3860/taper.v18i1.1033 Zhang, X., & Sun, J. (2011). The reciprocal relations between teachers’ perceptions of children’s behavior problems and teacher–child relationships in the first preschool year. The Journal of Genetic Psychology, 172(2), 176–198. https://doi.org/10.1080/00221325.2010.528077