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題名 | 認知教練相關概念、研究及其啟示=The Concept and Research of Cognitive Coaching and Its Implications |
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作者 | 張德銳; 丁一顧; | 書刊名 | 教育行政與評鑑學刊 |
卷期 | 1 民95.06 |
頁次 | 頁23-49 |
分類號 | 526.7 |
關鍵詞 | 認知教練; 教學省思; 教學效能; 教師專業發展; Cognitive coaching; Teaching reflection; Teaching effectiveness; Teacher professional development; |
語文 | 中文(Chinese) |
中文摘要 | 有首在闡述認知教練的相關概念,其次,則說明認知教練相關實徵研究,並針對概念與研究進行分析討論。最後,提出對認知教練實施的前瞻與建議,在實務上:(1)增修師資職前課程內容,加強認知教練知能之培訓;(2)糾合教育理理與實務人員,研發認知教練校本實施模式;(3)改變教師進修型態,提供教師有效專業成長方式;(4)熟稔口語與非口語溝通技巧,促進同儕認知發展。在研究上:(1)探究教師認知教練需求性,以為未來規劃推展之參考;(2)調查實務人員對認知教練的知覺,作為認知教練實施的參照;(3)以教學相關主題為研究焦點,深入瞭解認知教練的影響;(4)聚焦國小實習及初任教師,積極掌握認知教練重要效益;(5)善用研究方法三角檢測,正確有麥探究認知教練效應;(6)針對尚未具定論研究,重新進行驗與分析。 |
英文摘要 | Cognitive coaching is one of the most tasks for improving teacher professional development. The purpose of this article is firstly to explain the concept of cognitive coaching. Then, it analyzes the related empirical research of cognitive coaching. After discussing the literature and related empirical research about cognitive coaching, this paper provides some m implications for implementation and future research of cognitive coaching in Taiwan:(1)Rearranging cognitive coaching in the framework of curriculum in teacher education institutes, (2)Developing school-based instructional supervision model, (3)Changing in-service teacher training models, (4)Mastering the coaching skills of verbal and nonverbal behaviors, (5)Implementing the empirical research about needs and perceptions of cognitive coaching, (6)Focusing on teacher professional development as empirical research topics, (7)Utilizing student teachers and beginning teachers as the main subjects as well as employing triangulation to validate the effects of cognitive coaching, and (8)Reexamining the unsure effects about empirical research of cognitive coaching. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。