頁籤選單縮合
題名 | Processes Supporting Teacher Change Within a School-Based Professional Development Program=一個以學校為本位的教師專業發展方案之教師改變歷程 |
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作者 | 林碧珍; | 書刊名 | Proceedings of the National Science Council : Part D, Mathematics, Science, and Technology Education |
卷期 | 9:3 1999.09[民88.09] |
頁次 | 頁99-108 |
專輯 | Mathematics Education |
分類號 | 522.4 |
關鍵詞 | 教師專業發展; Professional development; Collaborative team; Cases of teaching reflections; |
語文 | 英文(English) |
中文摘要 | This study, situated within a school-based professional development program, was designed to examine the program and its effects. The major participants in the study were a professor of a Teachers College and six teachers from an elementary school. Observing classrooms activities, developing teaching skills through examples and discussions, and analyzing children's solutions were three aspects of the study. Methods for data collection included verbatim transcriptions of regular weekly meetings, teachers interviews, classroom observations, research journals, and teachers mathematics journals. Multiple triangulation on source, method, and analyst were used to validate the data. The data was analyzed by using three themes which emerged, namely: teachers increased awareness and confidence in implementing the reformed curriculum, teachers increased awareness of children's learning, and teachers themselves becoming more reflective practitioners. Besides providing opportunities and time for reflection, the use of appropriate tasks and the facilitating of individual, in-depth reflection, opportunities of cognitive conflict and frequencies of social interactions among teachers in the collaborative team were the main components for enhancing teachers professional development throughout the study. |
英文摘要 | 本研究在於描述以一個教師專業發展計畫的內容及其實施成效。此教師專業發展 計畫旨在幫助教師發展學生數學認知知識及對學生數學學習有更多的瞭解,並能提昇在數學 課室中教學實踐的省思能力。由新竹師院與新竹市一所小學共同合作組成一個協同數學成長 團體以行動研究為取向,協助教師落實數學課程的改革並解決數學教學實踐的問題。協同數 學成長團體主要由研究者和六位服務於同一個學校的小學教師組成。教室觀察、教學案例的 發展、學生解題類型的分析是協同成長團體的三個主要學習任務。成長團體討論會記錄、教 師的晤談、教學活動的教室觀察、研究日誌、教師的數學日誌等是本研究用來說明教師成長 的主要資料來源。以資料之蒐集方法、資料來源、分析者三種層面的三角校正作為資料分析 的效度檢驗。教師釐清及更有信心執行八十二年課程、教師更瞭解學生的學習特性、及教師 成為教室中更具有省思能力的教學實踐者,是資料分析的三個主題,此三個主題是本研究用 來描述教師成長的指標。研究發現每位教師在研究期間確實進行的教室觀察、教學案例的發 展、學生解題類型的分析、是三項能增進教師對學生瞭解的有效活動。除了提供教師省思的 機會和時間,反省的工作任務和反省的程度、造成成員間認知衝突的多寡、和成員間的社會 互動頻率都是促進教師成長的主要因素。 |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。