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題名：師資培育發展教師反思教學能力之途徑
書刊名：國民教育研究學報
作者：羅綸新 引用關係
作者(外文)：Lwo, Lwun-syin
出版日期：2002
卷期：8
頁次：頁205-224
主題關鍵詞：師資培育；批判性反思；反思教學；Teacher education；Critical reflection；Reflective teaching
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(6) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:6
  • 共同引用共同引用:34
  • 點閱點閱:83
　　　　　關於教師進行教學反思與批判思考方面的文獻巳相當豐碩。本文作者先檢驗有關批判性思考及反思教學在師資培育課程及教育實習過程的文獻與理論。再採尋師資培育發展教師反思教學之可能途徑。 批判性思考是一項教學情境中高層次反省及涉及在行為及做決策時廣泛的考量關於倫理、道德、政治及歷史等多面向脈絡性的啟示與意義。一位反思及探究的教師會小心的考量決策所本之關懷性倫理、建構學習者取向及創意的問題解決等結果的覺知。師資培育發展教師反思教學可行的途徑包括討論或辯論會、日誌寫作、教學檔案建構及從事行動研究等活動。教學反思的目的主要在改變教師個人對教學觀念與認知的結構，最終目的還是要教師採取行動使學校朝向正面方向的改革。
　　　　　The topic of reflective teaching has been widely addressed in the literature. In this paper, the author examines some of rationale and theories of the critical reflection and reflective teaching which can occur among pre-service teachers as a result of their reflections upon their course content and fieldwork experiences. Critical reflection is a high level of reflectivity in the teaching situation and involves reflection on the assumptions underlying a decision or act and on the border ethical, moral, political, and historical implications behind the decisions or act. A reflective and inquiry teacher is one who making teaching decisions on the basic of an ethic of caring, a constructivist approach to teaching, and artistic problem solving and careful consideration of the assumptions on which the decisions are based, and the technical, educational, and ethical consequences of those decisions. Pre-service teachers must have numerous clinical experiences linked to a variety of reflective approaches, those are, seminars, journal writing, portfolios, and action research etc. The end of critical reflection for the individual is cognitive change and the ultimate purpose of reflective engagement is action-oriented to make meaningful change in school.
期刊論文
1.Harrington, H.(1994)。Teaching and Knowing。Journal of Teacher Education，45(3)，190-198。  new window
2.Yost, D. S.、Forlenza-Bailey, A.、Shaw, S. F.(1999)。Teachers who embrace diversity: The role of reflection, discourse, and field experiences in education。The Professional Educator，21(2)，1-14。  new window
3.Dieker, L. A.、Monda-Amaya, L. E.(1997)。Using problem-solving and effective teaching frameworks to promote reflective thinking in preservice special educators。Teacher Education and Special Education，20(1)，22-36。  new window
4.Fueyo, V.、Koorland, M. A.(1997)。Teacher as researcher: A synonym for professionalism。Journal of Teacher Education，48(5)，336-344。  new window
5.Tran, M. T.、Young, R. L.、DiLella, J. D.(1994)。Multicultural education courses and the student teacher: Eliminating stereotypical attitudes in our ethnically diverse classrooms。Journal of Teacher Education，45，183-189。  new window
6.Boyd, P. C.、Boll, M.、Brawner, L.、Villaume, S. K.(1998)。Becoming reflective professionals: An exploration of preservice teacher's struggles as they translate language and literacy theory into practice。Action in Teacher Education，19(4)，61-75。  new window
7.劉顯親(20001100)。英語師資培育及專業發展：以教學反省為例。教育研究資訊，8(6)，150-170+a5。new window  延伸查詢new window
8.Wideen, M.、Mayer-Smith, J.、Moon, B.(1998)。A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry。Review of Educational Research，68(2)，130-178。  new window
9.Wolf, K.、Whinery, B.、Hagerty, P.(1995)。Teaching portfolios and portfolio conversations for teacher educators and teachers。Action in Teacher Education，17(1)，30-39。  new window
10.熊召弟(1998)。藉反省式教學方式探究師院生的自然教學觀。台北師院學報，11，473-512。  延伸查詢new window
11.黃譯瑩(1999)。從實務理論與典範的觀點初探教師更新之原理與管道。教育研究資訊，7(4)，1-18。new window  延伸查詢new window
12.Argyris, C.(1996)。Actionable knowledge: Design causality in the service of consequential theory。The Journal of Behavioral Science，32(4)，390-406。  new window
13.Martin, D. S.(1989)。Recontructuring teacher education program for higher-order thinking skill。Journal of teacher education，40(3)，2-8。  new window
14.Hunter, J.、Hatton, N.(1998)。Approaches to the writing of cases: Experiences with preservice master of teaching students。Asia-Pacific Journal of Teacher Education，26，235-246。  new window
15.Phelan, A. M.、McLaughlin, H. J.(1995)。Educational discourses, the nature of the child, and the practice of new teachers。Journal of Teacher Education，46，165-183。  new window
16.Pultorak, E. G.(1996)。Following the develop@ mental process of reflection in novice teachers: Three years of investigation。Journal of Teacher Education，47，283-291。  new window
17.Shulman, L. S.(1988)。A union of insufficiencies: Strategies for teacher assessment in a period of perform。Educational Leadership，46，36-41。  new window
18.Richert, A. E.(1990)。Teaching teachers to reflect: A consideration of programme structure。Journal of curriculum studies，22，509-527。  new window
19.Smyth, J.(1992)。Teacher's work and the politics of reflection。American Education Research Journal，29，267-300。  new window
20.Viviane, M. J.(1993)。Current controversies in action research。Public Administration Quarterly，17(3)，263-282。  new window
21.Yost, D. S.、Sentner, S. M.、Forlenza-Bailey, A.(2000)。An examination of the construct of critical reflection: Implication for teacher education programming in the 21st century。Journal of Teacher Education，57(1)，39-49。  new window
22.Borko, H.、Michalec, P.、Timmons, M.、Siddle, J.(1997)。Student teaching portfolios: A tool for promoting reflective practice。Journal of Teacher Education，48(5)，345-357。  new window
23.Pratte, R.、Rury, J. L.(1991)。Teachers, professionalism, and craft。Teachers College Record，93(1)，125-131。  new window
24.潘世尊(20000700)。教師教學與課程發展的聯結：從自我反省、協同反省、到協同行動研究。課程與教學，3(3)，103-120+167。new window  延伸查詢new window
25.Hatton, N.、Smith, D.(1995)。Reflection in Teacher Education: Towards Definition and Implementation。Teaching and Teacher Education，11(1)，33-49。  new window
26.van Manen, M.(1977)。Linking ways of knowing with ways of being practical。Curriculum Inquiry，6(3)，205-228。  new window
會議論文
1.Shulman, L. S.(1992)。Portfolios for teacher education: A component of reflective teacher education。The Annual Meeting of the American Educational Research Association。San Francisco。  new window
2.Kemmis, S.、McTaggart, R.(1982)。Action research in retrospect and prospect。annual meeting of the Australian Association for research in education。Sydney。  new window
圖書
1.Ginsburg, A. B.(1988)。Contradictions in Teacher Education and Society: A Critical Analysis。New York, NY：Falmer Press。  new window
2.Henderson, James G.、李慕華(2000)。反思教學:成為一位探究的教育者。臺北市：心理。  延伸查詢new window
3.Brubacher, J. W.、Case, C. W.、Reagan, T. G.(1994)。Becoming a reflective educator。Thousand Oaks, CA：Corwin Press。  new window
4.Goodlad, J. L.(1994)。Educational renewal。San Francisco：Jossey Bass。  new window
5.Henderson, J. G.(1992)。Reflective teaching:Becoming an inquiring educator。Macmillian Publishing Co。  new window
6.Noddings, Nel(1984)。Caring: A Feminine Approach to Ethics and Moral Education。University of California Press。  new window
7.Eisner, E. W.(1985)。The educational imagination: On the design and evaluation of school programs。New York：Macmillan。  new window
8.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
9.Dewey, John(1933)。How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process。D. C. Heath and Company。  new window
圖書論文
1.歐用生(1993)。反省性教學及其對師範學院教學革新的啓示。博雅教育文集。  延伸查詢new window
2.Nais, J.(1987)。Learning from difference: A collegial approach to change。Educating teachers。New York：Columbia University, Teacher’s College Press。  new window
3.Edelstein, W.(1992)。Development as the aim in education。Effective and responsible teaching。San Francisco：Jossey, Bass。  new window
4.Goodlad, J. L.(1990)。The occupation of teaching in schools。The moral dimensions of teaching。San Francisco：Jossey, Bass。  new window
5.Richardson, V.(1997)。Constructivist teaching and teacher education: Theory and practice。Constructivist teacher education: Building new understandings。Washington, DC：Falmer。  new window
6.Sirotnik, K. A.(1990)。Society, schooling, teaching, and preparing to teach。The moral dimensions of teaching。San Francisco：Jossey Bass。  new window
 
 
 
 
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