臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：國中實習教師教學反省與專業成長關係之量的研究
書刊名：教育學刊
作者：吳和堂 引用關係
作者(外文)：Wu, Ho-tang
出版日期：2001
卷期：17
頁次：頁65-84
主題關鍵詞：國中實習教師；教學反省；專業成長；Intern；Reflective teaching；Professional growth
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(7) 博士論文(3) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:7
  • 共同引用共同引用:171
  • 點閱點閱:42
本研究採用量的研究法，探討國民中學實施教師教學反省與專業成長之因果關係，並依據結論，提出建議，作為師資培育機構培育教學反省能力之參考。 本研究採自編問卷，蒐集相關資料。隨機抽取八十八學年度在國中實習的教師302位為樣本。 研究結論發現：1. 國中實習教師的專業有顯著的成長。2. 教學反省與專業成長有密切關係。因為研究結果發現：反省態度越佳，專業成長越好；反省層次影響專業成長；反省類型影響專業成長有限；反省內容與專業成長彼此呼應。3. 不同背景變項與教學反省變項在專業成長的交互作用極少。4. 專業成長各層面可由教學反省來預測。5. 教學反省與專業成長有典型相關存在。6. 不同背景變項、教學反省變項業專業成長的影響，有跡可尋。 依據結論，所提建議為：1. 推廣教學反省訓練與課程。2. 反省內容隨處可得，國中實習教師應留意之。3. 國中實習教師應採用為行動而反省，以增進教學技術。4. 鼓勵國中實習教師，從事高層次反省。
This study was designed to explore the relationship between the Reflective Teaching and professional growths of interns in junior high school. In order to complete this study, the researcher adopted questionnaire survey, and sampled 302 interns. After analyzing of the collected data, the conclusions are ：1. Interns have reached significant professional growths. 2. The relationship between the reflective teaching and professional growths on interns come to a close correlation and the canonical correlation. 3. The reflective teaching can predict the professional growth. 4. By the path analysis, the paths that individuals’ different background and levels of the reflective teaching impact professional growths can be tracked. According these conclusions, the suggestions are offered：1. The programs of reflective teaching should be advocated. 2. Interns should care about everything in school for its’ reflective content. 3. Interns should try to adopt the reflection-for-action to lift their reflective levels and teaching technique. 4. Encouraging interns should employee the higher reflective level during the teaching.
期刊論文
1.Tindill, A. S.、Coplin, L.(1989)。Evaluating staff development activities。Education Canada，29(19)，16-23。  new window
2.黃乃熒(19981000)。教育實習輔導弔詭管理的教育專業成長意義。教育實習輔導，4(2)=15，25-33。  延伸查詢new window
3.歐用生(19941000)。做一個有反省能力的教師。研習資訊，11(5)，1-6。  延伸查詢new window
4.Goodman, J.(1989)。Teaching preservice teachers to be reflective。Journal of teacher education，40(3)，60-63。  new window
5.Calderhe. J.(1989)。Reflective teaching and teacher education。Teaching and Teacher education，5，43-51。  new window
6.Zeichner, Kenneth M.、Liston, Daniel P.(1987)。Teaching student teachers to reflect。Harvard Educational Review，57(1)，23-48。  new window
7.高敬文(19901200)。批判的反省與師資培育計畫。初等教育研究，2，35-71。  延伸查詢new window
8.Killion, J. P.、Todnem, G. R.(1991)。A process for personal theory building。Educational Leadership，48(6)，14-16。  new window
9.van Manen, M.(1977)。Linking ways of knowing with ways of being practical。Curriculum Inquiry，6(3)，205-228。  new window
10.黃昆輝(19800600)。臺北市高職教師態度與教學問題之調查分析。國立臺灣師範大學教育研究所集刊，22，189-330。  延伸查詢new window
11.Good, T. L.(1979)。Teacher effectiveness in the elementary school。Journal of Teacher Education，30(2)，52-64。  new window
12.吳和堂(19990600)。國中實習教師教學反省的內容與層次之分析。教育學刊，15，143-170。new window  延伸查詢new window
13.Moallem, M.(1997)。The content and nature of reflective teaching: A case of an expert middle school science teacher。Cleaning House，70(30)，143-150。  new window
14.Shadiow, L.、Raines, P.(1995)。Reflection and teaching: The challenge of thinking beyond the doing。Cleaning House，68(5)，271-274。  new window
會議論文
1.Carver, D.(198804)。Appropriate methodology for INSET in ELF。22nd international conference of IATFEL/TESOL。Scotland：University of Edinburgh。  new window
2.Ellis, N. E.(1984)。The work-life experience of teachers and orientation toward professional growth and development。Annual Meeting of the American Education Research Association。New Orleans, LA。  new window
3.Erffmeyer, E. S.、Martray, C. R.(1990)。A goal-setting process for evaluating professional growth and development and professional leadership。沒有紀錄。  new window
4.Minix, N.(1987)。Development and use of a goal setting/ attainment process designed to measure a teacher's ability to engage in professional growth and leadership initiatives。Mobile, AL。  new window
5.鄧景文、賓玉玫、單文經(1999)。實習教師實地經驗的內涵與角色轉變。臺北。  延伸查詢new window
6.Simmons, J. M.、Sparks, G. M.、Starko, A.、Pasch, M.、Colton, P.、Grinberg, J.(1989)。Exploring the structure of reflective pedagogical thinking in novice and expert teachers: The birth of a developmental taxonomy。San Francisco, CA。  new window
研究報告
1.林生傳(1996)。教育革新大型研究 (子計畫XIV) : 多元化師資培育制度下的教學研究 (計畫編號：NSC 85-2745-H-017-003-RF6)。  延伸查詢new window
2.郭玉霞(1995)。準教師思考之個案研究。臺中。  延伸查詢new window
3.李德高(1993)。由教師認知歷程分析教育專業知識在實際教學的應用。花蓮。  延伸查詢new window
學位論文
1.林進材(1996)。國民小學教師教學思考之研究(博士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
2.孫國華(1997)。國民中小學教師生涯發展與專業成長之研究(博士論文)。國立高雄師範大學。new window  延伸查詢new window
3.蔡碧璉(1993)。國民中學教師專業成長與其形象知覺之研究(博士論文)。國立政治大學，臺北市。new window  延伸查詢new window
4.沈翠蓮(1994)。國民小學教師專業成長、教學承諾與學校效能關係之研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
5.李俊湖(1992)。國小教師專業成長與教學效能關係之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
6.高敬文(1981)。Growth of a teacher in a communication project，Champaign, IL/ Urbana, IL。  new window
7.Harris, D. G.(1985)。Faculty and Administrative Perception of Post-secondary Occupational technical Staff Development，0。  new window
圖書
1.LaBoskey, V. K.(1994)。Development of reflective practice: A study of pre-service teachers。Teachers College Press。  new window
2.Osterman, K. F.、Kottkamp, R. B.(1993)。Reflective Practice for Educators: Improving Schooling Through Professional Development。Corwin Press, Inc.。  new window
3.饒見維(1996)。教師專業發展--理論與實務。臺北市：五南圖書出版股份有限公司。  延伸查詢new window
4.Schön, Donald A.(1987)。Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions。San Francisco, California：Jossey-Bass Inc.。  new window
5.陳美玉(19980000)。教師專業：教學法的省思與突破。高雄：麗文文化。new window  延伸查詢new window
6.(1993)。Reconstrucing teacher. Teacher development。Reconstrucing teacher. Teacher development。London, UK。  new window
7.Forbes, C. P.(1972)。Professional growth opportunities for American abroad。Professional growth opportunities for American abroad。沒有紀錄。  new window
8.Goodman, J.(1991)。Using a method course to promote reflection and inquiry among preservice teachers。Issues and practices in inquiry-oriented teacher education。London, UK。  new window
9.Camerson, J. S.(1986)。Assessing school based factors that facilitate teacher professional growth。Assessing school based factors that facilitate teacher professional growth。沒有紀錄。  new window
其他
1.Noori, K. K.(1994)。A constructivist/ reflective paradigm: A model for the early childhood program at Tuskegee University，0。  new window
圖書論文
1.Tamir, P.(1990)。Teachers knowledge。The Interna-tional Encyclopedia of Education。Oxford：Pergamon Press。  new window
2.Dean, J.(1974)。The role of local advisory service in the inservice education of teachers。In-service education and teachers' center。NY：Pergamon Press。  new window
3.Wildman, T. M.、Niles, J. A.、Magliaro, S. G.、McLaughlin, R. A.(1990)。Promoting reflective practice among beginning and experienced teachers。Encouraging reflective practice in education: An analysis of issues and programs。NY：Teachers College Press。  new window
4.Beyer, L. E.(1991)。Teacher education, reflective inquiry and moral action。Issues and practices in inquiry-oriented teacher education。London：The Falmer。  new window
5.Walker, D.、Boud, D.、Keogh, R.(1985)。Promoting reflection in learning: A model。Reflection: Turning experience into learning。London, UK：Kogan Page。  new window
6.Ross, D. D.(1990)。Programmatic Structures for the Preparation of Reflective Teachers。Encouraging Reflective Practice in Education: An Analysis of Issues and Programs。New York, NY：Teachers College Press。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：839（臺灣：830，外國：9） ／ 本年度總使用人次：2017497 ／ 訪客人次（自102年09月）：67810291
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上