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題名：高職新任教師專業實踐理論發展之研究
書刊名：教育研究集刊
作者：陳美玉
作者(外文)：Chen, Mei-yuh
出版日期：2002
卷期：48:1
頁次：頁231-266
主題關鍵詞：新任教師；教師專業實踐理論；合作自傳法；生活史分析；Novice teacher；Teacher's professional practical theory；Collaborative autobiography；Life history analysis
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(2) 博士論文(3) 專書(0) 專書論文(1)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:13
  • 點閱點閱:48
新任教師階段乃是決定一位教師日後是否能順利專業發展的關鍵期，尤其是新任教師在專業上的教與學經驗，更會強而有力的反映在教師生涯態度及專業行為上。筆者基於對高職新任教師專業發展的關懷，乃透過文獻分析、合作自傳法、晤談法與內容分析法等，藉由新任教師專業實踐理論的建構與發展作為媒介，針對七位公私立高級職業學校的新任教師，進行為期十個月的研究，期能更實質的協助高職新任教師進行更有效的專業發展。本研究結果所獲得的重要結論，包括：新任教師專業實踐理論的建構確具有提升個人專業知覺，引導新任教師專業實踐與未來發展方向的價值；新任教師專業實踐理論發展大多與個人的直接經驗有關，且具有高度生活史的特性；新任教師的專業發展過程顯得相當孤立與具個人主義色彩等六項。
In order to improve effective professional development of novice teachers, this study utilizes the literature review, collaborative autobiography, interview and content analysis to construct and develop the professional practical theories for novice teachers of a vocational high school. This study propeses six conclusions: (1) the construction of novice teachers’ professional practical theories can improve professional perception and lead the direction of professional development, (2) the professional development and socialization of novice teachers exhibit the feature of life history, (3) the professional developmental processes of novice teachers are isolation and personalization, and schools seldom provide supportive systems, (4) the main influential factors of construction and development of novice teachers’ professional practical theories are teaching experience, the apprenticeship of observation, life history and teaching conditions, (5) novice teachers can define the directions of their professional development, (6) the construction and development of teachers’ professional practical theories effectively improve the professional development of novice teachers.
期刊論文
1.Gratch, A.(1998)。Beginning Teacher and Mentor Relationships。Journal of Teacher Education，49(3)，220-227。  new window
2.陳美玉(19990600)。新任教師專業發展之探討。中等教育，50(3)，42-59。new window  延伸查詢new window
3.Butt, R.、Raymond, D.、Yamagishi, L.(1988)。Autobiographic praxis: Studying the formation of teachers' knowledge。Journal of Curriculum Theorizing，7(4)，87-155。  new window
4.Kettle, B.、Sellars, N.(1996)。The development of student teachers' practical theories of teaching。Teaching & Teacher Education，12(1)，1-24。  new window
5.Barone, T.(1995)。Persuasive writing, vigilant readings and reconstructed characters: The paradox of trust in educational storysharing。Qualitative Studies in Education，8(1)，63-74。  new window
6.Butt, R. L.(1991)。Autobiographic praxis and self education: From alienation to authenticity--Version one。An Interdisciplinary Journal of Curriculum Studies，11(1)，7-48。  new window
7.Hauserman, C.(1993)。Peer support and professional development through collaborative autobiography: A case study with vice-principals。Education Canada，33(2)，17-23。  new window
8.Davis, N. T.(1996)。Looking in the mirror: Teachers' use of autobiography and action research to improve practice。Research in Science Education，26(1)，23-32。  new window
會議論文
1.Butt, R.、Raymond, D.、Townsend, D.(1990)。Speculations on the nature and facilitation of teacher development as derived from teachers' stories。American Educational Research Association Conference。  new window
2.汪履維(1995)。在師資養成教育中應用「案例法」與「自傳法」的經驗。師資培育的理論與實際研討會，國立臺灣師範大學教育中心主辦 (會議日期: 1995/04/20)。臺北：國立台灣師範大學教育研究中心。  延伸查詢new window
3.陳美玉(1999)。生活史分析在師資培育上運用之研究。教育改革、師資培育與教學科技國際學術研討會，中華民國師範教育學會 。  延伸查詢new window
4.陳美玉(1999)。教師專業學習與發展的再延續--教師生活史的分析與應用。人力及服務再造--個人學習再延續學術研討會，高雄市人力資源發展中心 。  延伸查詢new window
5.簡紅珠、江麗莉(1994)。國小成功、不成功經驗教學與初任教學的班級管理認知與內隱信念之研究。沒有紀錄。345-382。new window  延伸查詢new window
研究報告
1.陳美玉(2000)。技職教師專業實踐達論發展之研究--以高職實習教師為例 (計畫編號：NSC89-2413-H-020-003)。  延伸查詢new window
2.陳美玉(1999)。技職教師專業實踐理論發展之研究--以科技大學之師資生為例 (計畫編號：NSC88-2413-H-020-003)。  延伸查詢new window
學位論文
1.Rideout, C. L.(1990)。The implementation and evaluation of a beginning teacher induction program(博士論文)。East Texas State University。  new window
2.藍雪瑛(1995)。我國國民中學國文教師教學信念及形成因素之研究(碩士論文)。國立臺灣師範大學，臺北。  延伸查詢new window
3.Kormanski, L. M.(1989)。A qualitative study examining the effect that an approved induction year program has on the professional behavior and commitment of a novice teacher，0。  new window
圖書
1.Elbaz, Freema(1983)。Teacher thinking: A study of practical knowledge。London：Croom Helm。  new window
2.鄭照順(1988)。國中教師專業社會化之研究。高雄：復文書局。  延伸查詢new window
3.Argyris, Chris、Schön, Donald A.(1974)。Theory in Practice: Increasing Professional Effectiveness。Jossey-Bass。  new window
4.陳美玉(1996)。教師專業實踐理論與應用。臺北市：師大書苑。  延伸查詢new window
5.Handal, Gunnar、Lauvås, Per(1987)。Promoting reflective teaching: Supervision in Practice。London：The Society for Research into Higher Education & Open University Press。  new window
6.Yaxley, Bevis G.(1991)。Developing teachers' theories of teaching: A touchstone approach。Falmer Press。  new window
7.Lortie, Dan C.(1975)。School Teacher: A Sociological Study。University of Chicago Press。  new window
8.Clandinin, D. J.(1986)。Classroom practice: Teacher images in action。Falmer Press。  new window
9.陳美玉(1999)。教師專業學習與發展。臺北市：師大書苑。  延伸查詢new window
其他
1.Sandefur, J. T.(1982)。What happens to the teacher during induction?，0。  new window
圖書論文
1.Goodson, I.(1992)。Sponsoring the teacher's voice: Teachers' lives and teacher development。Understanding teacher development。New York：Cassell, Teachers College Press。  new window
2.Raymond, D.、Butt, R.、Townsend, D.(1992)。Contexts for teacher development: Insights from teachers' stories。Understanding teacher development。New York：Cassell, Teachers College Press。  new window
3.Butt, R.、Raymond, D.、McCue, G.、Yamagishi, L.(1992)。Collaborative autobiography and the teacher's voice。Studying teachers' lives。London：Routledge。  new window
4.Knowles, J. G.(1992)。Models for understanding pre-service and beginning teachers' biographies: Illustrations from case studies。Studying teachers' lives。London：Routledge。  new window
5.王麗雲(2000)。自傳／傳記／生命史在教育研究上的應用。質的研究方法。高雄：麗文文化。  延伸查詢new window
 
 
 
 
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