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文獻裡面把IDGs做了詳細的討論，想了解的是在研究中是否能夠去包含這麼多完整的面向呢？內在發展的提升會再細分是IDGs的哪個面向為主要效果嗎？

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Good idea to link the IDG to the SDG to give the wider context

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請問問卷是在學期開始與結束後進行施測嗎？還是只有在進行完師資課程後呢？

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我對於您如何製作量表有很大的興趣，也是我想向大家學習的。

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Can you share how you measure the scales of your variables in your model?

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To Shuting: I'm not sure if you've explained them, but I'm curious how are you going to measure each of the variable? are you also going to interview some teachers & do classroom observations or only through survey?

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請問學習環境是指老師的感受嗎？因為沒有範例例題，不太確定相關內容

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建議以SDG4作為大脈絡 ，IDG對應文獻有雛形了，增加英文的文獻，量表的製作和引用再交代清楚

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"學習環境"主要因為授課教師有異，所以會固定某一個教師的師培生做施測嗎？同一教師、不同學期施測？

The "learning environment" is mainly because the teaching teachers are different, so will the teacher trainees of a certain teacher be fixed to do the testing? The same teacher administers the test in different semesters?

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May we know the independent and dependent variables in the study?

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Guo Shuting:

I am working with a few teachers. If you would like to compare pre-service teachers IDG’s with in-service teachers, I would be willing to ask some of my friends and colleagues to fill out the survey. I would be interested in the comparison. I don’t know if they would agree to do it, but I would be willing to ask and see. What if they say yes?

Also: I like the idea of being able to have a method for measuring IDG's. Are we sure it will reflect instruction in the area of IDG's? So, if I give them the questionnaire, teach a semester of inner development, and then give it to them again, will it reflect growth? Is there some kind of behavioral observation support to help measure IDG's?