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題 名 | 專家教師以「認知學徒制」協助生手教師專業成長之研究=The Study of a Novice Teacher Professional Development under an Exemplary Teacher's Helping with Cognitive Apprenticeship |
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作 者 | 張靜儀; 戴翠華; | 書刊名 | 大仁學報 |
卷 期 | 31 2007.09[民96.09] |
頁 次 | 頁127-138 |
分類號 | 522.4 |
關鍵詞 | 自然與生活科技領域; 專家教師; 認知學徒制; Science teaching; Professional development; Cognitive apprenticeship; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究以自然與生活科技領域為範圍,並依據Collins et al.的認知學徒制理想學習環境架構4面向18策略的理念,採用質的研究方法,來瞭解專家教師協助生手教師的專業教學成長情形。研究發現:1.藉由認知學徒制之理想學習環境架構的運作,有利於呈現專家教師問題解決的內隱知識專業,重構生手教師的教學策略;2.藉由認知學徒制之理想學習環境架構的運作,可以大幅提昇生手教師的專業成長,並助其提高教學自信心;3.經由認知學徒制的協助歷程後,生手教師在「內隱知識」的專業能力,仍需要長時間的培養。 |
英文摘要 | The purpose of this study was to understand how an exemplary teacher to assist the professional development of a novice teacher by cognitive apprenticeship. The qualitative method was used in the study. The findings were: 1. the idea learning environment of cognitive apprenticeship was helpful for exemplary teacher represented the implicit pedagogical knowledge. 2. By the implementation of cognitive apprenticeship, the novice teacher had advance in his teaching profession. 3. The implicit knowledge of the novice teacher's teaching profession still had to be rise in future long time. |
本系統中英文摘要資訊取自各篇刊載內容。