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題名:兩位在職數學教師教學專業成長歷程及其影響因素之研究
作者:曾志華
作者(外文):Jyh-Hwa Tzeng
校院名稱:國立彰化師範大學
系所名稱:科學教育研究所
指導教授:張靜嚳
學位類別:博士
出版日期:2006
主題關鍵詞:在職數學教師教學專業成長教師改變專業成長歷程影響因素in-service mathematics teacherinfluential factorteaching professional growthteacher changeprofessional growth process
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摘 要
數學教師教學朝向專業化已是世界潮流所趨。然而,許多數學教師進行教學改變期間,遭遇困難中途放棄、停止不前或退回原來教學模式的例子卻屢見不鮮。箇中原因如何以及數學教師要怎樣才能持續進行教學專業成長是相當重要的研究議題。本文主要目的,即在於研究兩位資深高職數學教師如何進行教學專業成長的歷程,以及探討教學專業成長過程當中,產生中斷或持續成長的改變類型,並進一步探討其中影響改變的關鍵因素。本研究採用質性個案研究法,從二、三十位參加專業成長計畫的在職數學教師中,選出兩位有強烈教學改變意願且又亟待突破及協助的教師作為研究對象。以故事敘述和專業成長互連模式(Clarke & Hollingsworth, 2002)作為詮釋和分析的工具。歷經大約九個月(兩個學期)的教室觀察、課前課後磋商及深度訪談,蒐集多方面的資料,並經過討論、辯證及比對分析,最後獲致的結果如下:教師教學改變,若呈現「改變序列」的類型,則其改變是暫時的,即容易停止或放棄,此時需要較多的協助與支持;若呈現「成長網絡」類型,則其改變是持續的,即不會停止或消失,教師的教學改變也較能夠自主作決定,而本個案教師共同浮現的教學專業成長是從「探索」、「創新」到「分享」的歷程。此外,本研究發現有五項關鍵因素影響兩位教師的教學專業成長,其中包括三項內在因素(1)懷疑與相信。即對自己的教學方式和效果產生質疑並且相信某些理論是有幫助的;(2)實作與反思。即實際付諸行動和反思教學;(3)難度與能力。即任務難度與教師任務設計能力的配合。以及二項外在因素(4)促進與支持。即反思促進者與重要朋友的支持;(5)學生正面的回饋。亦即學生學習態度正面積極改變帶給老師的回饋。最後,本文針對數學教師、數學師資培育者及未來研究提出建議,並以反思與回顧作為結束。
關鍵詞:在職數學教師、教學專業成長、教師改變、專業成長歷程、影響因素
A Study of Two In-service Mathematics Teachers’ Teaching Professional Growth Process and the Influential Factors
Jyh-Hwa Tzeng
Abstract
There exists nowadays consensus on the importance of mathematics teachers’ teaching professional growth. Also it was known that in-service mathematics teachers break off their change on teaching practice or belief when met with difficulties were not unusual. Why broken and how do we create conditions required to help the occurrence of change that is more lasting change are really important issues. The aims of this study were to investigate the teaching professional growth process of two in-service mathematics teachers who transforming their teaching practice from traditional teaching model to reform-oriented teaching model, to explore the suspended/on-going teaching change patterns, and to find the key influential factors that affecting their change. Qualitative case study methods included participant observations, formal and informal interviews, and other data gathering procedures were used to capture the depth meanings, patterns and influential factors during their teaching professional growth process. Case stories and The Interconnected Model of Professional Growth(Clarke & Hollingsworth, 2002) were also used as a medium through which we gained insight into the underlying processes of the mathematics teachers’ professional growth. The data provide evidence that it would be easy to leave off learning if the patterns of change were change sequences in the beginning of development. When the patterns of teaching change were growth networks, the teacher would get lasting change. The patterns that emerged from the two mathematics teachers’ common professional growth process were from exploring the meaning construction of their teaching practice, to inventing their vision about teaching and then, sharing it with others. The influential factors that promote mathematics teachers professional growth from change sequences to growth networks were three internal factors: (1) to doubt their own teaching practice and believe the theory would be helpful; (2) to enact and reflect by themselves; (3) the difficulties of designing math tasks and their capability match well, and the other two external factors were: (4) critical friends’ promotion and support; (5) their students’ positive feedback. Based on the findings of this study, some recommendations were suggested respectively for the mathematics teachers, the teacher educators, and the future study.
Key words: in-service mathematics teacher, influential factor, teaching professional growth, teacher change, professional growth process
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