The purpose of this study was to investigate the relationships between preservice kindergarten teachers' sense of efficacy and commitment to teaching. 摘要本研究旨在探討幼稚園職前教師的教師效能感與任教承諾的關(guān)系。
Journal writing and other self-evaluative methods afford preservice teachers opportunities to engage in metacognitive thinking and make connections between theory and practice. 省思札記的書(shū)寫(xiě)及其他自我評量的方法可提供職前教師從事后設認知思考的機會(huì )，并將理論與實(shí)際相結合。
