頁籤選單縮合
題 名 | 一位國小實習教師的「公平」知識轉化之探討=The Transformation of Teacher Knowledge of the Equity Concept of a Student Teacher in Elementary School |
---|---|
作 者 | 許靜怡; 郭丁熒; 鍾易達; | 書刊名 | 新竹師院學報 |
卷 期 | 17 民92.12 |
頁 次 | 頁267-308 |
分類號 | 522.2 |
關鍵詞 | 教師知識; 知識轉化; 公平概念; Teacher knowledge; Knowledge transformation; Equity concept; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討一位實習教師的「公平」知識轉化之歷程。為達上述目的,本研究兼採文獻探討、質化研究的觀察、訪談與文件分析等方法進行資料蒐集;以實地理論的方法進行資料的整理與編碼分析;以次數分配、百分比統計及卡方考驗檢核資料分析的結果,並以內容分析信度與資料的三角校正考驗資料分析之信度與效度。本研究共獲致五項結論:(1)公平概念為教師知識的一環,教師知識的內涵含括七大類,教師知識的轉化模式為一不斷汰舊更新的歷程;(2)公平概念的知識意涵包括均等、正義與功績原則,其在師生互動中之意義極為重要;(3)藉由布置教室環境、管理班級秩序、運用教學策略、實施教學評量可瞭解鍾老師公平概念之知識轉化情形;(4)實習教師的內在公平概念與外在公平言行的知識轉化不盡相符;(5)社會文化、教學情境及個人經驗影響實習教師公平概念的知識轉化模式。最後,本研究提出兩項建議作為提昇教學公平性及教師知識轉化認知之參考。 |
英文摘要 | The process of teacher's knowledge transformation of the equit concept of a student teacher in elementary school was explored. Qualitative methods were adopted to collect data, including observation, interview, and document analysis. The qualitative data were analyzed by the grounded theory for open coding, axial coding, and selective coding. Content analysis and triangulation were used to examine the reliability and validity of this study. The findings are as follows: 1. Equity concept was concealed under Schulman's “general pedagogical knowledge”, “knowledge of educational contexts”, and “knowledge of educational ends”. Teacher knowledge included teacher's teaching image, belief, past experience, and teaching context. 2. Principle of equality, principle of justice, and principle of merit were ingredients of the equity concept of the subject in this study. 3. Arranging classroom environment, managing classroom order, utilizing teaching strategies, and bringing evaluation into force reflected the equity concept of the subject in this study. 4. The transformation of teacher knowledge was trend to the Brophy's model of curriculum transformation. The subject's equity knowledge transformations did not completely match. 5. Social culture, teaching context and individual experiences were the factors that affected the transformation of equity concept of the subject. Two implications for equal teaching and some recommendations for the transformation of teacher knowledge were suggested. |
本系統中英文摘要資訊取自各篇刊載內容。