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題名：國小數理教師教學專業能力類型之探討
書刊名：師資培育與教師專業發展期刊
作者：吳麗珍／鄭碧雲／郭重吉 引用關係
作者(外文)：Wu, Li-chen／Cheng, Pi-yun／Guo, Chorng-jee
出版日期：2018
卷期：11:2
頁次：頁27-61
主題關鍵詞：國小數理教師；群集分析；數理教學專業能力；Elementary school mathematics/science teacher；Cluster analysis；Mathematics/science professional teaching competence
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國小數理教師的教學專業能力及其影響因素包含範圍至為廣泛。本研究資料來自國科會區塊計畫「科學/數學教師專業發展問卷」施測結果。本研究使用群集分析技術對上述資料主要選取七個分量表125題，有效問卷1,298份，目的在了解國小數理教師教學專業能力的類型。其七個分量表為「課程計劃及教學設計」、「教學活動的安排」、「新建構主義學習環境的營造」、「探究教學及數理教學知識的個人數理教學效能」等四個教學專業能力的分量表，以及影響教師教學專業能力的「進修動機－加強專業能力」、「進修方式」、「進修主題」等三個分量表。研究結果顯示，可將國小數理教師分成三個集群：「熟練型」、「中等型」和「基礎型」。在分群過程中，「進修主題」扮演最重要的角色；而平均分數最低的分量表是「進修方式」。上述三群教師的人口特徵是:「熟練型」教師有顯著較多的科任、組長及主任，「中等型」老師在大型學校顯著較多，而「基礎型」教師則多為小型學校、級任、6-10年資和非數理系所。文中最後分別針對各群教師在進修課程和進修方式上提出建議。
There is a wide range of variation among elementary school mathematics/science teachers' professional teaching competence and the associated influencing factors. The data analyzed in this study came from a national survey conducted by a research project supported by the National Science Council, using a Mathematics/ Science Teachers' Professional Development Questionnaire. Results from the above questionnaire involved 7 subscales, 125 items, and 1,298 valid respondents. Using cluster analysis technique, this study aims at studying the classification of elementary mathematics/science teachers' professional teaching competence. The professional teaching competence dimension consists of 4 subscales, Curriculum Plan and Instructional Design, Instructional Activity Arrangement, New Constructivist Learning Environment Survey, and Self-Efficacy toward Inquiry Teaching and Pedagogical Content Knowledge (PCK) for M/S Teaching. In addition, the associated influential factors dimension consists of 3 subscales, Motivation toward Professional Development (PD) in Terms of Promoting Professional Teaching Competence, Types of PD Activities, and PD Topics. Based on scores obtained from the 7 subscales, the results indicate that the participating teachers could be divided into 3 clusters, ＂proficient＂, ＂medium＂, and ＂basic＂. It was noted that the PD Topics subscale played a dominant role in the classification of teachers, and that the average score for the PD Activities subscale was the lowest. Teachers in the ＂proficient＂ cluster were found to consist mainly of subject teacher, division chiefs, and directors. Those in the ＂medium＂ cluster were found to belong significantly to large schools, while teachers in the ＂basic＂ cluster were found to belong significantly to small schools, and serve as class teachers, with 6-10 years of teaching experience and being non-M/S majors. Finally, in order to meet the professional development needs for different types of teachers, the authors offered suggestions regarding the planning of courses and types of activities to be included in their PD programs, respectively.
期刊論文
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6.曾千純、段曉林、溫媺純、秦爾聰、王國華(20120300)。研究「探究師資培育計畫」對中學科學／數學教師探究教學效能的影響。科學教育研究與發展季刊，64，27-57。  延伸查詢new window
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13.郭重吉(19920500)。從建構主義的觀點探討中小學數理教學的改進。科學發展月刊，20(5)，548-570。  延伸查詢new window
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會議論文
1.Cheng, C. S.、Wu, Y. T.(2010)。Elementary science teachers' motivation toward professional development: The role of gender, academic background and teaching experience。The Asian Conference on the Social Sciences 2010。Osaka。  new window
2.Hsieh, C. H.、Tuan, H. L.、Chin, C. C.、Wu, T. Y.(2013)。The development of science teacher's motivation teaching efficiency questionnaire。The Third International Conference of East-Asian Association for Science Education，(會議日期: 2013, July)。Hong Kong。  new window
3.McCombs, B. L.(2003)。Defining tools for teacher reflection: The assessment of learner-centered practices (ALCP)。The Annual Meeting of the 84th American Educational Research Association，(會議日期: 2003, April)。Chicago, IL。  new window
4.Wu, Y.-T.(2010)。Exploring elementary science teachers' perceived self-efficacy toward pedagogical content knowledge for science teaching。The annual meeting of National Association for Research in Science Teaching。Philadelphia, PA。  new window
研究報告
1.蘇峰山(2006)。中小學教師在職進修之論述分析研究成果報告 (計畫編號：NSC95-2413-H-343-005)。  延伸查詢new window
圖書
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其他
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2.American Psychological Association, APA work group of the board of educational affairs(1997)。Learner-centered psychological principles: A framework for school reform and redesign，https://www.apa.org/ed/governance/bea/learnercenteredlearnercentered.pdf。  new window
3.Council of Chief State School Officers，Wisconsin Center for Education Research(2004)。Surveys of enacted curriculum (SEC): Survey of instructional practices teacher survey grades K-12 science，http://seconline.wceruw.org/Reference/K12sciSurvey.pdf。  new window
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6.Horizon Research, Inc.(2003)。Inside the classroom observation and analytic protocol，http://www.horizon-research.com/instruments/hri_inst rument.php?inst_id=14。  new window
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圖書論文
1.Guo, C. J.(2007)。Issues in science learning: An international perspective。Handbook of Research on Science Education。NJ：Lawrence Erlbaum Associates。  new window
2.Loughran, J. J.(2007)。Science Teacher as Learner。Handbook of Research on Science Education。NJ：Lawrence Erlbaum Associates。  new window
3.Fraser, B. J.(2012)。Classroom learning environments: Retrospect, context and prospect。Second international handbook of science education。Springer。  new window
4.Cakiroglu, J.、Capa-Aydin, Y.、Hoy, Anita Woolfolk(2012)。Science teaching efficacy beliefs。Second international handbook of science education。Springer。  new window
5.Bybee, R. W.、Loucks-Horsley, S.(2001)。National science education standards as a catalyst for change: The essential role of professional development。Issues in science education: Professional development planning and design。Virginia, VA：NSTA Press。  new window
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