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題名：合作省思專業成長模式對國小教師的教學知識與信念以及社群關係之影響
書刊名：教育心理學報
作者：何縕琪／張景媛 引用關係
作者(外文)：Ho, Yun-chi／Chang, Ching-yuan
出版日期：2003
卷期：34:2
頁次：頁157-178
主題關鍵詞：合作省思專業成長模式；國小教師；教學知識與信念；社群關係；Cooperative-reflective professional growth model；Community relationship；Elementarty school teacher；Teaching knowledge and beliefs
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(15) 博士論文(7) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:15
  • 共同引用共同引用:135
  • 點閱點閱:56
Based on the theories of social construction, action research and reflective teaching, the authors developed a cooperative-reflective professional growth (CRPG) model in order to promote the professional growth among four second-grade female teachers of an elementary school in Taipei. The CRPG model is composed of five circular stages: planning, action, revision, evaluation, and reflection. Within each stage, various types of activities had been designed. Reading curriculum design papers, writing reflective journal, peer coaching, discussions with experts, and col1ecting teaching portfolio are among the most essential. Based on the above materials collected from the weekly meetings with the participating teachers during two consecutive semesters in 1999, this paper explored how the CRPG model affects the growth of teachers in terms of their teaching knowledge and beliefs, and teaching-related community relationships. It has been found that: (1) participating teachers become more flexible in classroom management and tend to reshape their instruction methods according to their teaching experiences, (2) student's daily living experiences become the priority concern in the integrated curriculum, and the formative and authentic assessment of teaching are more emphasized, (3) the participants acknowledged that the students are active constructors of knowledge such that the teachers tend to combine their teaching concepts with materials other than textbooks to improve the students' learning effects, (4) the teachers realized the objective of integrated teaching so as to encourage and assist students to develop higher level thinking, and (5) the new content enhanced by the networking method plus multiple materia1s have significantly promoted student's learning effects. As to the teaching-related community relationships, the participants had successfully developed a friendly and effective teaching network and received help from the students' parents and other sources.
期刊論文
1.Bell, B.、Gilbert, J.(1994)。Teacher Development as Professional, Personal and Social Development。Teaching & Teacher Education，10(5)，483-497。  new window
2.Samaras, A. P.、Gismondi, S.(1998)。Scaffolds in the field: Vygotsky interpretation in a teacher education program。Teaching and Teacher Education，14(7)，715-733。  new window
3.Manning, B. H.、Payne, B. D.(1993)。A Vygotskian-based theory of teacher cognition: Toward the acquisition of mental reflection and self-regulation。Teaching and Teacher Education，9(4)，361-371。  new window
4.Cobb, Paul、Wood, Terry、Yackel, Erna(1990)。Classrooms as Learning Environments for Teachers and Researchers。Journal for Research in Mathematics Education. Monograph，125-146+195-210。  new window
5.游家政(19980700)。建構主義取向課程設計的評析。課程與教學，1(3)，31-46+135。new window  延伸查詢new window
6.Darling-Hammond, L.、McLaughlin, M. W.(1995)。Policies that support professional development in an era of reform。Phi Delta Kappan，76(8)，597-604。  new window
7.Loughran, J.、Corrigan, D.(1995)。Teaching portfolios: A strategy for developing learning and teaching in preservice education。Teaching & Teacher Education，11(6)，565-577。  new window
8.Freeman, D.(1991)。To make the tacit explicit: Teacher education, Emerging discourse, and conceptions of teaching。Teaching & Teacher Education，7(5/6)，439-454。  new window
9.蔡清田(19980700)。建構主義取向的課程設計。課程與教學，1(3)，15-30+134。new window  延伸查詢new window
10.Moallem, M.(1998)。An expert teacher's thinking and teaching and instructional design models and principles: An ethnographic study。Educational Technology, Research and Development，46(2)，37-124。  new window
11.Pajares, M. F.(1992)。Teachers' beliefs and educational research: Cleaning up a messy construct。Review of Educational Research，62(3)，307-332。  new window
12.成虹飛、黃志順(19990100)。從教師成長看課程改革的意義。應用心理研究，1，69-97。new window  延伸查詢new window
13.Westerman, Delores A.(1991)。Expert and novice teacher decision making。Journal of Teacher Education，42(4)，292-305。  new window
14.Shulman, Lee S.(1986)。Those Who Understand: Knowledge Growth in Teaching。Educational Researcher，15(2)，4-14。  new window
15.Kagan, D. M.(1992)。Professional growth among preservice and beginning teachers。Review of Educational Research，62(2)，129-169。  new window
16.郭重吉(19970100)。On the Development of Professional Development Program for Secondary School Science and Mathematics Teachers。Proceedings of the National Science Council. Part D, Mathematics, Science, and Technology Education，7(1)，1-9。  new window
17.Leinhardt, G.、Greeno, J.(1986)。The Cognitive Skill of Teaching。Journal of Educational Psychology，78(2)，75-95。  new window
18.張景媛(1997)。如何讓新手教師成為專家教師。測驗與輔導，145，3008-3010。  延伸查詢new window
19.Atkinson, S.(1994)。Rethinking the principles and practice of action research: the tensions for Teacher-researcher。Educational Action Research，2(3)，383-401。  new window
20.Clarke, A.(1995)。Professional development in practical setting: Reflective Practice under Scrutiny。Teaching and Teacher Education，11(3)，243-261。  new window
21.Collinson, V.(1999)。Redifining teacher excellence。Theory into Practice，38(1)，4-11。  new window
22.Frost, D.(1995)。Integrating Systematic inquiry into everyday professional practice: towards some principles of procedure。British Educational Research Journal，21(3)，307-321。  new window
23.Keiny, S.(1994)。Constructivism and teachers' professional development。Teaching and Teacher Education，10(2)，157-167。  new window
24.Mitchell, J.、Marland, P.(1989)。Research on Teacher Thinking: The Next Phase。Teaching & Teacher Education，5(2)，115-128。  new window
25.Skinner, M. E.、Welch, F. C.(1997)。Peer coaching for better teaching。College Teaching，44(4)，153-156。  new window
26.Stein, M. K.、Smith, M. S.、Silver, E. A.(1999)。The development of professional developers: learning to assist teachers in new setting in new ways。Harvard Educational Review，69(3)，237-269。  new window
會議論文
1.王國華(1999)。生物科實習教師的學科基本教學之能與檢定工具之研究。沒有紀錄。197-213。  延伸查詢new window
2.饒見維(1997)。從「臨床教學」向「專業發展學校」。屏東。  延伸查詢new window
研究報告
1.Carter, G. K.(1994)。Improving teachers' understanding and planning of an integrated curriculum with a staff development plan。Educational Resources Information Center。  new window
學位論文
1.陳美玉(1996)。教師專業實踐理論及其應用之研究(博士論文)。國立臺灣師範大學，臺北市。new window  延伸查詢new window
2.Emert, Stacie Cook(1996)。Examining Teacher Thinking through Reflective Journals: An Educator's Professional Journey，沒有紀錄。  new window
3.Wilson, N. S.(1988)。A study of teacher development in an interactive inservice setting，Columbus, OH。  new window
圖書
1.林進材(2002)。教師教學思考--理論、研究與應用。高雄：復文。  延伸查詢new window
2.Joyce, B. R.、Showers, B.(1988)。Student achievement through staff development White Plains。N.Y.：Longman。  new window
3.Calderhead, J.(1988)。Teachers, Professional Learning。Falmer Press。  new window
4.高強華(19960000)。師資培育問題研究。臺北：師大書苑。new window  延伸查詢new window
5.陳惠邦(1998)。教育行動研究。師大書苑。  延伸查詢new window
6.歐用生(1996)。教師專業成長。師大書苑。  延伸查詢new window
7.張稚美(1999)。教師專業成長研習--多元智慧成長檔。台北市：台北市教師研習中心。  延伸查詢new window
8.廖鳳瑞(1996)。教學日誌－教師的省思與成長。國立臺灣師範大學附設幼稚園：開放的教育－師大附幼萌發式課程的實踐歷程。臺北縣。  延伸查詢new window
9.Day, C.(1993)。The development of teachers' thinking and practice: Does choice lead to empowerment。Reconstruction Teacher Education: Teacher Development。London, UK。  new window
10.Jaworski, B.(1998)。Investigating Mathematics Teaching: a Constructivist Enquiry。London：Falmer。  new window
其他
1.Hasseler, S.，Collins, A. M.(1993)。Using collaborative reflection to support changes in classroom practice，沒有紀錄。  new window
2.Moallem, M.(1993)。An experienced teacher's model of thinking and teaching: an ethnographic study on teacher cognition，沒有紀錄。  new window
3.Olson, J.(1988)。The cultural context of teacher thinking and its significance for innovation，沒有紀錄。  new window
4.Palmer, R. J.(1998)。Collaborative reflection, dialogue and inquiry: empowering experienced teachers to cultivate dispositions and abilities that transform Practice，沒有紀錄。  new window
圖書論文
1.Collins, A.、Brown, J. S.、Newman, S. E.(1987)。Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics。Learning, knowing, and instruction: Essays in honor of Robert Glaser。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
2.Sprinthall, N. A.、Reiman, A. J.、Thies-Sprinthall, L.(1996)。Teacher professional development。Handbook of research on teacher education。New York, NY：Simon and Scbuster Macmillan。  new window
3.郭丁熒(1998)。教師進修教育的理論與實踐。教師專業成長：理想與實際。臺北：師大書苑。new window  延伸查詢new window
4.Henson, K.(1996)。Teachers as researchers。Handbook of research on teacher education。New York：Macmillan Library Reference USA。  new window
5.Richardson, V.(1996)。The role of attitudes and beliefs in learning to teach。Handbook of research on teacher education。New York：Macmillan。  new window
6.Tom, A. R.、Valli, L.(1990)。Professional knowledge for teachers。Handbook of research on teacher education。New York：Macmillan。  new window
7.Doyle, W.(1986)。Classroom organization and management。Handbook of research on teaching。New York：Macmillan。  new window
8.Borko, H.、Putnam, R. T.(1997)。Learning to Teach。Handbook of Educational Psychology。NY：Simon ＆ Schuster Macmillan。  new window
 
 
 
 
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