Teachers'Achievement And Self-efficacy Predict Their Engagment And Learning Values In A Teachers'Training Program

Improving the quality of teacher education has become a key area of concern for the party and the country in the new era.In 2010,the state began to implement the "National Training Program for Primary and Secondary School Teachers" to provide strong support for the professional development of primary and secondary school teachers.In the 1980s,based on the perspective of teacher professional development,Schulman proposed a framework of teacher knowledge,in which subject knowledge,pedagogy knowledge and subject teaching knowledge are the three core contents,which provide a reference for the teacher training curriculum system.In teacher training,the factors influencing the generation and acquisition of teachers' knowledge fields are complex and divided into external factors and internal factors.This study focuses on internal factors,and combines expectation-value theory,teacher professional development theory and learning participation theory to construct a relationship model for participants' perception of teachers' knowledge domain.In general,the research is divided into two parts:theoretical review and empirical research.The theoretical review combs the concepts of motivational beliefs(achievement motivation and self-efficacy),learning participation and teacher knowledge,theoretical evolution and measurement methods,and proposes 11 research hypotheses.On this basis,carry out empirical research and further analysis.Firstly,the difference analysis is used to study the influence of the demographic characteristics of the participants on the knowledge field of the perceived teachers.The results show that the gender,age,teaching age,academic qualifications,professional title,teaching section and school location of the participants are acquired.There is no significant difference in the knowledge acquisition of perceptual teaching methods and the knowledge of teaching in perceptual subjects.After controlling the demographic variables,the structural equation model is used to further study.The results show that the H1-H11 hypothesis is established,and the independent motivational beliefs(achievement motivation,self-efficacy)have a significant positive correlation with the mediator learning participation.Variable learning participation has a significant positive correlation with the acquisition of perception subject knowledge,the acquisition of perception teaching method knowledge and the acquisition of perception subject knowledge,and the mediation effect model of learning participation is tested,and learning participation plays a mediating role.On the basis of the research results,combined with relevant theories,the participants' perception of the mechanism of the influencing factors in the knowledge field of teachers is discussed.Combined with the expectation-value theory,the participants' value beliefs(achievement motivation)and expectation beliefs(self-efficacy)can directly predict the learning participation;the participants can participate in the direct positive prediction perception teacher knowledge field;the participants Motivation beliefs can be indirectly influenced by the participation of intermediary variables in the field of teacher knowledge.The above results show that the teacher knowledge domain generation mechanism consists of the path of motivation belief-learning participation-learning effectiveness.Finally,the research is summarized,indicating the innovations and deficiencies of this research.On this basis,based on the results of this study,the teacher training program is proposed.The training and training of the achievement motivation of the participating teachers should be strengthened through the training methods such as attribution,and the training and training of the self-efficacy of the participants should be strengthened.Encourage participants to enhance their participation in learning,improve their self-regulated learning ability,and fundamentally guarantee the quality of participation.