初任教師創意教學角色認定檢證之縱貫研究：認定控制理論的觀點

A Longitudinal Study of Creative Role Identity Verification for Beginning Teachers: An Identity Control Theory Perspective

本研究主要目的在探討創意教學角色認定檢證差距之收斂情形，以及創意教學角色認定檢證差距對創意教學角色認定標準改變，與創意教學行為改變的影響。本研究採縱貫研究設計，對初任教師進行為期一年，共計四波的問卷調查，並以潛在改變模型與潛在自我迴歸模型對資料進行分析。研究結果顯示：（1）隨著時間遞移，初任教師的創意教學角色認定檢證差距會逐漸收斂；（2）創意教學角色認定檢證差距會正向影響創意教學角色認定標準的改變；（3）部分創意教學角色認定檢證差距會負向影響創意教學行為的改變。

The main purposes of this study were to explore the convergent effect of the discrepancy of creative teaching role identity verification， and to analyze how the discrepancy influences on the change of role identity standard and behavior of creative teaching. Using longitudinal research design， the data collected combines all four waves of data for the study. The researchers run Latent Change Model (LCM) and Latent Autoregression Model (LAM) to test hypotheses. The results revealed that the discrepancy of creative teaching role identity verification: (1) showed a convergent effect over time， (2) had positive effects on the change of creative teaching role identity standard， and (3) it (T2) had a negative effect on the change of creative teaching behavior (T3-T2).