頁籤選單縮合
題 名 | 探討教學歷程中信念、知識與實務的相互影響--一位高中實習教師的個案研究=Exploring the Interactions among Teacher Practices, Beliefs, and Practical Knowledge: A Case Study of a High School Preservice Teacher |
---|---|
作 者 | 簡頌沛; 吳心楷; | 書刊名 | 科學教育研究與發展季刊 |
卷 期 | 56 2010.03[民99.03] |
頁 次 | 頁75-103 |
分類號 | 522.2 |
關鍵詞 | 教師信念; 教學實務; 教學實務知識; 實習教師; Teacher's belief; Teacher's practice; Practical knowledge; Preservice teacher; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究的目的是藉由教師理論 (teacher’s theories) 的觀點,分析實習教師在 教學實務的變動,詮釋其教師信念與知識的轉變,並進而說明信念、知識、與 實務三者間的相互影響。在兩學期的研究期間,針對一位高中化學實習教師收 集了訪談、教學攝影、教室觀察、相關文件與教案等質性資料。資料分析結果 顯示,教學實務對於實務知識的影響過程,始於實務可提供個案反思以及資深 教師給予回饋的機會,反思之後產生初步策略,接著將策略實踐於後續的教學, 實行後再視成效修改。由於實務的影響,個案教師信念多有轉變,原持有的信 念較為理想化,透過實際試教後的反思,改變後的信念多會考量實際教學情境 及班級特質。而在知識形成的過程,多由反思教學上的缺失開始,藉由觀摩資 深教師的教學方法,接著整合觀摩心得、過去所學與當下所進行的實務,形成 情境化且較為豐富的實務知識。根據研究結果,最後呈現實務、知識與信念三 者相互影響之軌跡,並針對如何促進實習教師專業成長以及未來研究提出建議。 |
英文摘要 | The purpose of this case study is to analyze the changes of a high school chemistry preservice teacher’s practices, beliefs, and practical knowledge, and to explore the interactions among them. Multiple sources of qualitative data, including video recordings of teaching, interviews, and classroom observations were collected over two semesters. Analyses of qualitative data show that engaging in teaching practices not only inspired the case teacher to reflect on her teaching beliefs, but also made it possible for experienced teachers to provide feedback. Based on this reflection and feedback, the teacher could start using new teaching strategies to develop practical knowledge, change her beliefs, and integrate her observations and practices to enrich the repertoires of practical knowledge. The results of this study suggest mutual influences among teacher beliefs, practices, and practical knowledge. Finally, this study provides suggestions for future study and how to improve preservice teacher’s learning. |
本系統中英文摘要資訊取自各篇刊載內容。