:::

詳目顯示

回上一頁
題名:國小體育新手教師與經驗教師教學思考之研究
作者:李雅燕
作者(外文):Lee, Ya-Yen
校院名稱:國立臺灣師範大學
系所名稱:體育學系
指導教授:林靜萍
學位類別:博士
出版日期:2016
主題關鍵詞:課程價值取向教學決定球類教學curriculum value orientationInstructional decision-makingteam sport teaching
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(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:11
本研究主要目的在探討國小體育教師教學思考之內涵及影響因素。以個案研究法,透過深度訪談、刺激回憶訪談、觀察、文件資料分析等質性方式蒐集資料,以三角檢核提高信、效度。研究參與者為板南國小的新手與新北市朝陽國小的經驗教師體育教師及其所教授的四年級班級各一班。所得資料仔細閱讀後,進行編碼,做證據的處理與意義的詮釋,將資料整理、歸納、分析。研究結果顯示:
一、新手教師與經驗教師教學前、中、後之思考皆不同。新手教師教學前思考尚處於變動時期、教學中在試驗所學,對學生訊息處理較不敏銳、教學後的反省思考較為表層。經驗教師教學前思考其教學信念與課程己建立系統性的連結、教學中能敏銳處理學生問題,並導入球類實戰經驗教學與情意的學習層面、教學後反省以整體課程與提升學生能力做為反省的焦點。
二、影響新手教師教學決定以學生和時間因素為主,經驗教師教學決定以校園體育競賽、學生、時間、氣候、情意學習和回饋因素為主要影響因素。
根據上述結果,建議學校體育課程球類教學應打破基本動作到比賽按部就班教學內容設計的迷思,加入角色位置、規則、戰術與情意層面的教學。針對未來研究建議,探討不同學習階段、不同運動項目新手教師與經驗教師教學思考之不同處,以及不同專業成長階段、不同性別教師在教學思考之不同處。
The purpose of the study was to explore teaching thinking context and influences factor of elementary school physical education novice and experience teacher. The study adopted a qualitative case study to gain information, collected from interviews, stimulated recall, classroom observations and document materials. The triangulation was to enhance the reliability and validity. The participant who were novice teacher and experience teacher at the Ban-Nan elementary school and New Taipei City Chao-Yang elementary school, include their teaching classes. After read material, made the coding, address the evidences and explanatory meaning. The data were then arrange, sum up and analysis. The results were indicates as the follows:
1. They had different in thinking at teaching before, action and reflection between novice and experience teacher. Before the teaching, novice teacher thought during the change period, try to test the person’s education at action, can’t sharp at address student’s messages, and surface of thinking at teaching reflection. Before the teaching, experience teacher thinking built the systematization connection with teacher’s beliefs and curriculum, can sharp at address student’s problems, introduction practice competition experience of teaching and affective learning, to focus on overall curriculum and enhance student’s ability at teaching reflection.
2. The main of influence Instructional decision-making factor were students and times of novice teacher, who were sport competition of campus, students, times, weather, affective learning and feedback of experience teacher.
王春堎(1999)。彰化縣國小教師對體育課程價值取向暨課程決定調查研究(未出版碩士論文)。國立體育學院,桃園縣。
王錦珍(1994)。國中實習教師社會化之研究(未出版碩士論文)。國立臺灣師範大學,臺北市。
朱岑樓主編(1991)。社會學辭典。台北市:五南。
朱嘉琪(2012)。國語文教科書的使用與教學決定:經驗教師與新手教師之比較(未出版碩士論文)。國立臺北教育大學,臺北市。
沈桂枝(1995)。國民小學教師體育教學決定影響因素之研究(未出版碩士論文)。國立臺北師範學院,臺北市。
沈連魁、劉從國(2007)。體育教師有效教學表現意涵之研究。中正體育學刊,1(1),77-88。new window
李文秀(2001)。國小數學科專家教師與新手教師教學行為分析研究(未出版碩士論文)。國立屏東師範學院,屏東市。
李咏吟、單文經(1995)。教學原理。台北:遠流。
李建彥(2002)。國民小學初任教師工作輔導需求之研究(未出版碩士論文)。國立花蓮師範學院,花蓮市。new window
李建輝(2006)。國小教師體育課程價值取向暨課程決定之個案研究(未出版碩士論文)。國立臺東大學,臺東市。
李雅燕、林靜萍(2014)。體育實習教師教學實務知識發展之研究。臺灣運動教育學報,9(2),1-22。new window
林秀琴(2007)。台北市國小教師體育課程價值取向暨課程決定之研究(未出版碩士論文)。國立臺北教育大學,臺北市。
林彥伶、闕月清(2010)。國中學生知覺體育專家與生手教師回饋對學習成就之相關性研究,臺灣運動教育學報,5(2),29-48。new window
林建谷(2004)。體育課程價值取向對國小體育教學的啟示。國教輔導,43(3),17-22。
林素卿(2012)。教師行動研究導論。高雄市:復文圖書出版社。
林進材(1990)。有效教學:理論與策略。臺北市:五南出版社。
林進材(1997)。教師教學思考-理論、研究與應用。高雄市:復文圖書出版社。new window
林進材(1997)。國民小學教師教學思考之研究(未出版博士論文)。國立臺灣師範大學教育,臺北市。new window
林進材(1998)。有效的教學行為。師友,4,34-36。
林進材(1999)。國小專家教師與新手教師教學理論建構之研究,國民教育研究集刊,5,185-218。new window
林靜萍(1992)。國中體育教學師生互動分析(未出版碩士論文)。國立臺灣師範大學教育,臺北市。new window
林靜萍、許義雄(1993)。國中體育教學師生互動分析,中華民國體育學會學報,16(12),79-98。new window
林詠能譯(2009)。質性研究。載於邱金校總校閱,體育研究法(頁497-526)。臺北市:師大書苑。(Jerry R. Thomas, Jack k. Nelson & Stephen J. Silverm an, 2005)
邱惠群(2001)。國中學生經驗生命教育課程之研究(未出版碩士論文)。國立臺灣師範大學,臺北市。
吳芝儀、李奉儒(1999)。質的評鑑與研究。臺北縣:桂冠圖書出版。
吳欣怡(2009)。國中體育教師課程價值取向之個案研究(未出版碩士論文)。國立臺灣體育學院,臺中市。
吳美枝、何禮恩(譯)(2002)。行動研究-生活實踐家的研究錦囊。嘉義市:濤石文化事業有限公司。(Jean, M.N, Pamela, L.M & Jack W.H, 1996)
吳秋慧(2003)。國小教師體育教學反省、反省信念與有效教學之個案研究(未出版碩士論文)。國立臺東大學,臺東市。
吳秋慧、陳玉枝(2003)。國小教師體育教學反省與師生互動行為之研究,中華民國大專院92年度體育學術研討會專刊,206-218。
吳香蘭(2011)。國小體育專家教師與生手教師教學行為及教學思考之比較研究(未出版碩士論文)。國立體育大學,桃園市。
吳瑋光、闕月清(2002)。體育教師思考相關文獻回顧。91年度體育學術研討會專刊,31-39。
洪貞玲(2014)。傳播學研究的倫理議題。103年度國立臺灣大學暨臺灣北區保護研究參與者聯盟行為與社會科學研究倫理教育訓練。臺北市:國立臺灣大學研究倫理中心。
周玉真譯(1999)。如何進行教室觀察。臺北市:五南。(Wragg, E. C, 1994)
周淑卿(2004)。教師的課程知識內涵及其對師資教育的意義。課程與教學季刊,7(3),129-142。new window
周宏室主編(2010)。體育課程與教學專業。臺北市:師大書苑。
徐偉民(2004)。國小英文教師教學思考歷程之研究。國民教育研究集刊,12,117-137。new window
連麗菁(2001)。國小資深教師實務知識與其影響因素之個案研究-以數學科為例(未出版碩士論文)。國立臺中教育大學,臺中市。
許義雄、黃月嬋(2001)。體育教學策略。台北市:美商麥格羅.西爾股份有限公司。(Judith E. Rink)
陳美玉(1996)。結構性教育限制與教師專業發展,教育研究雙月刊,52,53-61。new window
陳以叡(2011)。小學生眼中的英語課(未出版碩士論文)。國立臺灣師範大學,臺北市。
陳育吟(2002)。國民小學初任教師班級經營困境及成長策略需求之研究(未出版碩士論文)。國立臺北市立師範學院,臺北市。
陳國強主編(2002)。文化人類學辭典。臺北:恩楷。
陳惠邦(2003)。教育行動研究。臺北市:師大書苑。
陳建順(2006)。不同課程價值取向國小體育教師回饋行為與回饋決定之比較研究(未出版碩士論文)。國立新竹教育大學體育學系,新竹市。
郭玉霞(1994)。準教師思考之個案研究。國科會專題研究計劃報告(編號:NSC84-2411-H142-004),計劃執行單位:國立臺中師範學院。
郭玉霞(1995)。試教經驗與試教教師的思考。初等教育研究集刊,3,47-61。
郭明雪、甄曉蘭(2006)。課程概念的拓展與課程實踐理論的建構。教師天地,142,31-35。
郭建榮(2011)。國小體育專家教師班級管理之研究。中州管理與人文科學叢刊,1(2),23-36。
國立教育資料館(2006)。中華民國教育年報(民國九十四年)。臺北市:教育部。
黃月嬋(1999)。師院生體育經驗課程之研究(未出版博士論文)。國立臺灣師範大學,臺北市。new window
黃月嬋、李雅燕(2010)。體育課程設計。載於周宏室主編,體育課程與教學專業(頁173-205)。臺北市:師大書苑。
黃光雄、蔡清田(2006)。課程設計-理論與實際,台北市:五南圖書出版社。
黃金柱(1988)。體育教學思潮。桃園:國立體育學院。
黃泰源、周宏室、吳淑靜(2005)。國小體育專家教師與生手教師教學行為之比較,中華民國大專院校94年度體育學術研討會專刊,27-34。
黃雅鈴(2014)。國民小學專家教師教學信念與教學行為之個案研究,(未出版碩士論文)。國立臺中教育大學,臺中市。
黃瑞琴(1999)。質的教育研究方法。臺北市:心理出版社。
彭孟堯(2013)。如何寫出卓越的學位論文-步驟化學習指南。臺北市:學富文化。
曾英傑(2007)。國小體育教師教學信念與師生行為之分析研究(未出版碩士論文)。國立新竹教育大學,新竹市。
張芬芬譯(2005)。質性研究資料分析。臺北市:雙葉書廊股份有限公司。(Matthew B. M., & Huberman A. M., 2005)
張春秀(1996)。體育課程之價值取向理論探討,中華體育刊,10(1),15-22。new window
張春秀(1998)。體育課程理論。載於許義雄(主編),運動教育與人文關懷(下)(頁1-19)。臺北市:師大書苑。new window
張春秀(2000)。體育教師課程價值取向對學生體育學習思考與學習態度之影響(未出版博士論文)。國立臺灣師範大學體育學系,臺北市。new window
甄曉蘭(2003)。課程行動研究-實例與方法解析。臺北市:師大書苑。new window
甄曉蘭(2004)。課程理論與實務-解構與重建。臺北市:高等教育出版。
楊幸琪(2014)。國小體育專家教師實務知識之個案研究(未出版碩士論文)。國立新竹教育大學體育學系,新竹市。
楊國樞(1994)。中國人的價值觀-社會科學觀點。臺北市:桂冠圖書公司。new window
趙綺芳(2014)。藝術人文類研究倫理審查實務運作與經驗談。103年度國立臺灣大學暨臺灣北區保護研究參與者聯盟行為與社會科學研究倫理教育訓練。臺北市:國立臺灣大學研究倫理中心。
歐陽教(1988)。西洋現代教育思潮批判。臺北市:師大書苑。
蔡欣延(2008)。影響大專體育教師課程價值取向因素之研究。臺灣運動教育學報,3(1),51-72。new window
蔡藍儐(2012)。國語文專家教師對國語文教科書的詮釋與轉化(未出版博士論文)。國立東華大學,花蓮市。
鄭又嘉(2005)。學校本位課發展的教室層次課程實施之經驗課程研究(未出版碩士論文)。國立中正大學,嘉義市。new window
鄭英輝(1992)。國小教師創造思考、批判思考及其相關因素之研究(未出版博士論文)。國立政治大學,臺北市。
簡紅珠(1988)。教師思考之研究與師範教育。國教世紀,24(3),22-25。
簡紅珠(1998)。教師教學決定:內涵、思考歷程與影響因素-兼談如何改進教學決定技能。課程與教學季刊,1(4),43-56。new window
謝佳雯(2014)。國中表演藝術專家教師班級經營之研究(未出版碩士論文)。國立臺南大學,臺南市。new window
謝應裕(2002)。台北市國中教師對體育課程價值取向之調查研究(未出版碩士論文)。國立臺灣師範大學體育研究所,臺北市。
顏宛平、掌慶維(2013)。國中體育課實施個人與社會任模式之學生經驗。中等教育,64(2),15-38。new window
闕月清(2004)。體育教師回饋的迷思。載於許義雄主編,運動文化與運動教育(頁375-388)。臺北市:師大書苑。new window
闕月清、蔡宗達、黃志成(2008)。理解式球類教學模式。載於闕月清主編,理解式球類教學法(頁21-39)。臺北市:師大書苑。
藍金香(1997)。臺北市國小教師對體育課程價值取向之調查研究(未出版碩士論文)。國立體育學院,桃園縣。
藍金香、江俊德(2003)。體育教師課程價值取向相關文獻之回顧研究。92年度大專體育學術專刊,138-146。
蘇苑瑜、劉美慧(2015)。性別化的課程轉化:高中公民與社會科教師的性別議題教學。當代教育研究季刊,23(3),1-37。new window
Bauch, P. A. (1984). The impact of teachers’ instructional beliefs on their teaching: Implication for research and practice. (ERIC Document Reproduction Service No. 252 954).
Benbasat, I., Goldstein, D. K., & Mead, M. (1987). The Case Research Strategy in Studies of Information System, MIS Quarterly, 9, 369-374.
Behets, D., & vergauwen, L. (2004). Value orientation of elementary and secondary physical education teachers in Flanders, Research Quarterly for Exercise and Sport, 75(2), 156-164.
Berliner, D. C. (1987). Ways of thinking about students and classrooms by more and less experienced teachers. In. J. Calderhead(Ed.) Exploring teachers’ thinking. London: Cassell: Educational Limited.
Birds, T., Anderson, L. M., Sullivan, B. A., & Swidler, S. A. (1993). Pedagogical balancing acts: Attempts to influence prospective teachers’ belief. Teaching & Teacher Education, 9(3), 253-267.
Bogdon, R., C., & Biklen, S. K (1998). Qualitative Research for education: An introduction to theory and methods (3nd ed.). Boston: Allyn and Bacon.
Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26, 473-498.
Borko, H. & Shavelson, R.J. (1990). Teacher decision making In B. F. Jones, & L. Idol(Eds), Dimensions of thinking and cognitive instruction. 1mon, M. A., & Lee, A.M. (1991). A contr Lawrence Erlbaum Association.
Calderhead, J. (1981). Stimulated recall: A method for research on teaching. British Journal of Educational Psychology, 51(2), 211-217.
Calderhead, J. (1987). Exploring teachers’ thinking. London: Cassell Educational Limited.
Calderhead, J., & Robson, M. (1991). Images of teaching: student teachers’ early conception of classroom practice. Teaching & Teacher Education, 7(1), 1-8.
Chen, A., & Ennis, C. D. (1995). Content knowledge transformation: An examination of the relationship between content knowledge and curricula. Teaching & Teacher Education, 11(4), 389-401.
Chen, W., & Rovegno, I. (2000). Examination of expert and novice teachers’ constructivist-oriented teaching practices using a movement approach to elementary physical education. Research Quarterly for Exercise and Sport, 71(4), 357-372.
Clark, C. M. (1988). Asking the right questions about teacher preparation: Educational Researcher, 17(3), 5-12.
Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. Wittrock (Ed.), Handbook of research on teaching (2nd ed.), 255-296. New Yourk: Macmillan.
Clark, M. C., & Yinger, J. R. (1977). Research on Teacher Thinking. Curriculum Inquiry, 7(4), 279-304。
Clark C. M., & Yinger, (1979). Teachers’ thinking. In P. L. Peterson & H. J. Walberg (Eds), Research on teaching: concepts, findings, and implications (pp.231-263). Berkeley, CA: McCutchen.
Carter, K (1990). Teachers’ knowledge and learning to teach. In Houston, W.R. (ed). Handbook of research on teacher education. N.Y. Macmillion.
Dewey, J. (1998). How we think. Boston: D. C. Heath.
Duffee, L., & Aikenhead, G. (1992). Curriculum change, student evaluation, and teacher practical knowledge, Science Teacher Education, 76(5), 493-506.
Duffy, G. G., & Ball, D. (1983). Instructional decision making and reading teacher effectiveness. (ERIC Document Reproduction Service No.237936)
Eisner, E. W., & Vallance, E. (1974). Five conceptions of curriculum: Their roots and implications for curriculum planning. In E. W. Eisner & E. Vallance (Eds), Conflicting conceptions of curriculum (pp.1-18). Berkeley, California: McCutchan.
Elbing, A. (1978). Behavioral decisions in organizations. Glenview, lllinois: Scott, Foresman and Company.
Ennis, C. D., & Hopper, L. M. (1988). Development of an instrument for assessing educational value orientation. Curriculum Studies, 20, 277-280.
Ennis, C. D. (1992). The influence of value orientations in curriculum decision making. QUEST, 44, 317-329.
Ennis, C. D., & Chen, A. (1993). Domain specifications and content representativeness of the revised value orientations inventory. Research Quarterly for Exercise and Sport, 64, 436-446.
Ennis, C. D., & Chen, A. (1995). Teachers’ value orientation in urban and rural school settings, Research Quarterly for Exercise and Sport, 66, 41-45.
Ennis, C. D., Mueller & Hopper, L. M.(1990). The influences of teacher value orientations on curriculum planning within the parameters of a theoretical framework, Research Quarterly for Exercise and Sport, 61, 360-368.
Ennis , C. D., & Zhu, W. (1991). Value orientation: A description of teachers’ goal for students learning, Research Quarterly for Exercise and Sport, 62, 33-40.
Floden, R. E., & Klinzing, H. G. (1990). What Can Research on Teacher Thinking Contribute
to Teacher Preparation? A Second Opinion. Educational Researcher, 19(5), 15-20.
Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
Glesne, C. (1999). Prestudy Tasks: Doing what is good for you. In C. Glesne (2nd ed.), Becoming Qualitative Researchers: an introduction (pp. 17-42).
Goodlad, J. I., et al. (1979 ). Curriculum inquiry: The study of curriculum practice, pp.344-350. N. Y.: McGraw-Hill.
Grehaigne, J. F., & Godbout, P., & Bouthier, D. (2001). The teaching and learning of decision making in team sports. QUEST, 54, 59-76.
Graber, K. C. (2001). Research on Teaching in Physical Education. Handbook of Research on Teaching. Edited by Virginia Richardson. 4th ed. P491-519.
Greenwood, & Parkay(1989). Case studies for teacher decision making. New York: Random House.
Griffiths, D. D. (1959). Administrative theory: Current problems in education. New York: Appleton-Century-Crofts.
Grossman, P. L., & Richert, A. E., (1988). Unacknowledged knowledge growth: A re-examination of the effects of teacher education, Teaching and Teacher Education, 4 (1), 53-62.
Hammrich, P.L, Bonozo, J, & Berline, D.C. (1990). Schema differences among expert and novice teacher in reflection about teaching. (ERIC Document Reproduction Service No. ED344 837)
Housner, L. D., & Griffey, D. C. (1985). Teacher cognition: differences in planning and interaction decision making between experienced and inexperienced teachers. Research Quarterly for Exercise and Sport, 56(1), 45-53.
Jewett,A. E., & Bain, L. L. (1985). The curriculum process in physical education. Dubuque, Iowa: WCB:Brown&Benchmark.
Jewett,A. E., Bain, L. L., & Ennis, C. D.(1995). The curriculum process in physical education.
2nd.(eds.),WCB:Brown&Benchmark.
Kidder, L. H., (1981). Qualitative research and quasi-experimental frameworks. Scientific inquiry and the social sciences, 226-256.
Killion, J., & Todnem, G. (1991). A process for personal theory building. Educational leadership, 48(6), 14-16.
Lampert , M., & Clark , C. M. (1990). Expert Knowledge and Expert Thinking in Teaching: A Response to Floden and Klinzing. Educational Researcher, 19(5), 21-23.
Lather, P. (1986). Research as praxis. Harvard Educational Review, 56(3), 257-277.
Lindsay, E. L. (2014). Effective teaching in physical education: The view from a variety of trenches. Research Quarterly for Exercise and Sport, 85, 31-37.
Marland, P. W. (1977). A study of teachers’ interactive thoughts. Unpublished doctoral dissertation, University of Alberta, Edmonton, Canada.
McBride, R., E. & Xiang, P. (2004). Thoughtful decision making in physical education: a modest proposal. QUEST, 56, 337-354.
McCaughtry, N. (2004). The emotional dimensions of a teachers’ pedagogical content knowledge: influences on content, curriculum, and pedagogy. Journal of Teaching in Physical Education, 23, 30-47.
McCutcheon, G. (1980). How do elementary school teacher plan? The nature of planning and influence on it. Journal of Elementary School, 81, 4-23.
McDiarmid, G. W. (1990). Challenging prospective teachers’ beliefs during early field experience: A quixotic undertaking. Journal of Teacher Education, 41(3), 12-20.
Mckay, D. A., & Marland, P. (1978). Thought process of teachers. (ERIC Document Reproduction Service No. ED 151328)
Mitchell, J., & Marland, P. (1989). Research on Teacher Thinking: The Next Phase. Teaching & Teacher Education, 5(2), 115-128.
Morine-Dershimer, G. (1978). What’s in a plan? Stated and unstated plans for lessons. Paper presented at the annual meeting of the American Educational Research Association, New York.
Nespor, J. (1985). The role of belief in the practice of teaching: final report of the teacher belief study. Austin, TX: Research and Development Center for Teacher Education. (ERIC Document Reproduction Serivice No. ED29 446)
Palmer, D. J., Stough, L. M., Burdenski, Jr. T. K, & Gonzales, M. (2005). Identifying teacher expertise: Am examination of researchers’ decision making. Educational Psychologist, 40(1), 13-25.
Peterson, P. L. & Clark, C. M. (1978). Teachers’ report of their cognitive process during teaching. American Educational Research Journal, 15(4), 555-565.
Reynolds, A. (1992). What is competent beginning teaching? a review of the literature. Review of Educational Research, 62(1), 1-35.
Roberts, L. E. (1990). Teachers’ beliefs about purpose as reflected in teaching practices: A study in elementary school physical education (Unpublished doctoral dissertation), The University of North Carolina, Greensboro, N. Carolina.
Rovegno, I. (1998). The development of in-service teachers’ knowledge of a constructivist approach to physical education: teaching beyond activities. Research Quarterly for Exercise and Sport, 69(2), 147-162.
Ryan, G. W., & Bernard H. R. (2000). Data Management and Analysis Methods. Denzin, N. K. & Lincoln, Y. S. (Eds) (2000). Handbook of qualitative research (2nd ed.) California: Sage.
Schon, D. A. (1983). The reflective practice. New York: Basic Books.
Shavelson, R. J., & stern, P. (1981). Research on teachers’ pedagogical thoughts, judgments, decisions, and behavior. Review of Educational Research, 51, 455-498.
Shavelson, R. J. (1983). Review of research on teachers’ pedagogical judgements, plans and decision. Elementary School Journal, 83(4), 392-413.
Shulman, L. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock (Ed), Handbook of research on teaching (3rd ed., pp. 3-36). New York: Macmillan.
Stylianou, M., Kulinna, P. H., Cothran, D. & Kwon, J. Y. (2013). Physical education teachers’ metaphors of teaching and learning. Journal of Teaching in Physical Education, 32, 22-45.
Sutcliffe, J. & Whitfield, R. (1979). Classroom-based teaching decisions. In J. Eggleston. (Ed), Teacher decision-making in the classroom: A collection of papers. London: Routledge & Kegan Paul.
Weinstein, C. S. (1990). Prospective elementary teachers’ beliefs about teaching: Implications for teacher education, Teaching & Teacher Education, 6(3), 279-290.
Westerman, D. A. (1991). Expert and novice teacher decision making. Journal of Teacher Education, 42(4), 292-305.
Wilson, S.M., Shulman, L. S., & Richert, A.E. (1987). “150 different way of knowing: Representation of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers’ thinking (PP. 104-124). London: Cassell.
Yin, R. L. (1984). Case study research, design, and methods. Beverly Hills, CA:sage.
Zahorik, J. A. (1970). The effects of planning on teaching. The Elementary School Journal, 71, 143-151.

 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE