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相關文獻
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- 書評:Peter J. Mordern, Studies in Baptist History and Thought, vol. 8, «Offering Christ to the World: Andrew Fuller (1754~1815) and the Revival of Eighteenth Century Particular Baptist Church Life» (Carlisle/Waynesboro: Paternoster, 2003)
頁籤選單縮合
題名 | 傅勒[Fuller]教師關注模式[Teacher Concerns Model, TCM]的發展與驗證 |
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作者 | 林慧瑜; | 書刊名 | 臺北師院學報 |
卷期 | 8 1995.06[民84.06] |
頁次 | 頁31-72 |
分類號 | 522.2 |
關鍵詞 | 傅勒; 教師關注模式; Teacher Concerns Model; TCM; |
語文 | 中文(Chinese) |
中文摘要 | 美國當代教育學者傅勒深信了解教師在教學過程中關注的事項,就能掌握該 教師的教學實況,即能了解該教師教學的專業發展階段。基於此信念,乃於一九七○年代經 過多年的研究、修正,使教學關注概念化、模式化,稱之為「教師關注模式」(Teacher Concerns Model, TCM)。TCM有三個教學發展階段即:(一)自我關注(self concerns); (二)教學工作關注(task concerns);(三)學習影響關注(impact concerns)。本研究 即以此為架構,並依據教育專業化之論說與教師專業發展階段論為理論基礎,加以延伸、發 展使之成為終生的、自我實現的模式。實徵研究方面,以我國國小教師為研究對象,經過兩 次之因素分析,研究結果,將教師的教學關注分為五個階段:(一)自我關注;(二)紀律 關注;(三)教學工作關注;(四)學生學習與福祇關注;(五)校園與社區關注,其中 「校園與社區關注」為研究者所增加。 在TCM之驗証方面,則以本研究之結果,與TCM之後續研究者George(1978)與 Adams(198l)兩者認定最具代表性的教師關注項目作比較分析。 研究之結論作四項具體建議:(一)教師在職進修課程宜以教師關注與需要為參考,妥 善設計教材內容;(二)行政措施應配合教學,使真正達到行政支援教學,教學服務學生, 提昇教師關注的層次;(三)在師資養成教育與教師進修教育中,充實社區發展相關學科的 學習經驗;(四)教師關注層面的繼續研究:為了較能掌握教師關注的因果關係,今後之研 究宜採質的研究方法。另外,為了解教師進修之目的與動機,今後探討之方向宜著重在教師 關注與進修課程動機的相關研究。 |
英文摘要 | In 1970s Frances Fuller and her associates at University of Texas at Austin, motivated by a desire to make teacher education more relevant, examined the nature of teacher concerns. Her " Teacher Concerns Model" (TCM) was a product of extensive interviews, literature review and refined checklists, and yielded the following three stages in the process of teaching career (Fuller & Bown, 1975): (1)teacher's concern about self as a teacher, (2)teacher's concern about the tasks in teaching, and (3)teacher's concern with the impact of teaching on pupils. Based on Fuller's self-task-impact theory of teacher concerns, the purpose of this study was to extend the TCM as a model of career-long, teacher professional development. Factor analyses of 1494 teacher concerns questionnaires indicated the five stages in the process of teaching career: (1)self concerns, (2)student discipline concerns, (3)teaching (4)student learning and welfare concerns, (5)campus and community impact concerns. The fifth teacher concern was invented by the researcher, based on the idea and theory of teacher profession-alization and teacher career development. The theories of Fuller were further investigated by George (1978) and Adams (1981). This study also reported some findings, based on the comparison of the two studies. On the basis of the study findings, recommendations were developed for pre-services and in-services teacher education programs. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。