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題 名 | 國小教師專業知能形成歷程之研究--以臺北縣國小為例=The Study on the Formation of Professional Expertise of Elementary School Teachers--Using Elementary Schools in Taipei County as Example |
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作 者 | 陳美娟; 高熏芳; | 書刊名 | 視聽教育雙月刊 |
卷 期 | 42:1=247 2000.08[民89.08] |
頁 次 | 頁15-29 |
分類號 | 523.35 |
關鍵詞 | 國小教師; 專業知能; 專業發展; Elementary school teachers; Professional expertise; Professional development; |
語 文 | 中文(Chinese) |
中文摘要 | 教師素質的良窳決定了教育的品質,唯有教師專業品質的提高, 教育才會有所進 步。教師欲提昇專業水準與專業表現,則必須實行專業的發展,經自我抉擇進行各項活動與 學習歷程,教師專業知能形成的歷程,即是教師經驗與環境持續互動與學習的過程。本研究 的目即在於瞭解目前國小教師專業知能形成的歷程,從國小教師應具備的專業知能、國小教 師專業知能的來源、國小教師如何進行專業知能的發展、以及促成國小教師持續進行專業知 能發展的因素等四大層面加以探討。研究結果顯示,教師相當重視有關自我省思、認識與輔 導學生及教學學科與教學方面的知能,其專業知能的來源與發展方式,大致以教師本身的經 驗及學校環境輔助教師成長兩方面為主,而教學的需求及教師之興趣與理想,為引發教師成 長與發展的主要動因。 |
英文摘要 | The quality of education depends on the quality of teachers. The education will be improved only if teachers' expertise enriched. For enhancing professional standards and performance, teachers have to put their professional development into practice and proceed all kinds of activities of learning. The forming of teachers' expertise is a process of integrating teachers' experience with their context. The purpose of this study is to understand the process of constructing the expertise of elementary school teachers through four dimensions: the expertise they should have, the source where they get, the development how they proceed, and why they continuously do it. The result shows that, elementary school teachers put their focus on self-reflection, student-counseling, and the information of pedagogical content knowledge. The teachers' expertise are mostly coming from their own teaching experience and what they have been through in the schools. The drives that inspire teachers to learn are the needs, interests and ideal of teaching. |
本系統中英文摘要資訊取自各篇刊載內容。