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題名：國小自然與生活科技資深專家教師學科教學知識的發展之個案研究
書刊名：屏東教育大學學報
作者：陳國泰 引用關係
作者(外文)：Chen, Kuo-tai
出版日期：2006
卷期：25
頁次：頁117-155
主題關鍵詞：國小自然與生活科技；資深專家教師；學科教學知識；發展；Elementary school；Experienced expert natural science and living technology teacher；Pedagogical content knowledge；Development
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  • 被引用次數被引用次數:期刊(8) 博士論文(4) 專書(1) 專書論文(0)
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  • 共同引用共同引用:213
  • 點閱點閱:194
本研究的目的，旨在探討一位國小自然與生活科技資深專家教師的學科教學知識內涵、發展歷程及影響因素。研究方法採質化研究取向，蒐集資料的方式包括自然觀察、深度訪談及文件分析。經過一年半的探究，本研究獲得幾個主要的研究發現：1.國小自然與生活科技資深專家教師學科教學知識的內涵包括教學信念、教學目標知識、學科知識、學生知識、課程知識、一般教學法知識與情境知識；2.國小自然與生活科技資深專家教師的學科教學知識之發展，係由「教學信念運作下的縱向發展」與「各學科教學知識內涵間的橫向發展」所交織而成；3.國小自然與生活科技資深專家教師的學科教學知識之發展，其源頭雖來自於教學信念，惟教學信念又源自於人格特質，因此，資深專家教師學科教學知識的發展，乃在其人格特質的主導下而完成；4.國小自然與生活科技資深專家教師早在進入師資培育機構、接受師資培育課程時，即從早年受教經驗中，初步省思出許多學科教學知識，顯見早年受教經驗對其學科教學知識的發展影響甚鉅；5.國小自然與生活科技資深專家教師某些從早年受教經驗省思而來的初步學科教學知識，在接受師資培育課程的陶冶後，即經由實際教學的驗證與強化而發展得更為穩固；6.國小自然與生活科技資深專家教師經由師資培育課程所獲得的初步學科教學知識，後經實際教學的驗證與體會而發展得更為穩固；部份由此管道獲得的學科教學知識復經研究所進修或擔任國民教育輔導團輔導員常研習的關係，或參與師院教授的國科會研究之緣故，而獲得新的啟發與更為精緻化。7.影響國小自然與生活科技資深專家教師學科教學知識發展的因素包括早年受教經驗、師資培育課程、實際教學經驗的體會、擔任國教輔導團輔導員與師院教授國科會研究助理、教學研究團隊、自己看書與向同學或朋友請教等因素的影響。
The study investigated one elementary school experienced expert natural science and living technology teacher on her pedagogical content knowledge, development of this knowledge, and factors affecting its development. Qualitative research method was used for case study. Data were collected by naturalistic observations, interviews, and documentary analysis. Following results were found: (a) The contents of pedagogical content knowledge of the elementary school experienced expert natural science and living technology teacher include knowledge of teaching belief, knowledge of educational goals, knowledge of learners, knowledge of general pedagogy, and knowledge of contexts. (b) The development of the pedagogical content knowledge of the elementary school experienced expert natural science and living technology teacher is interworked by “the vertical development under the knowledge of teaching belief” and “the lateral development of the contents in each pedagogical content knowledge”. (c) The elementary school experienced expert natural science and living technology teacher’s development of pedagogical content knowledge first comes from the teaching belief which is from the teacher’s personality. As the result, it is complete from the leading of the personality. (d) The elementary school experienced expert natural science and living technology teacher reflects on a lot of initiative practical knowledge from the early educational experience when entering the teacher training college and receiving the teacher training course. It tells that the early educational experience affects the teacher’s development of pedagogical content knowledge. (e) The elementary school experienced expert natural science and living technology teacher reflect from the early educational experience to get the initiative pedagogical content knowledge. After receiving the teaching training courses and the proof of real teaching experience, it is developed steadier. (f) The initiative pedagogical content knowledge which is form from the teaching training course will be steadier after the real teaching experience. Part of it will be more refined from the extension education in a research institute, acting as the instructor of the “Compulsory Education Advisory Group”, the participation in academic research, and these experiences will also help teacher to get the new edification. (g) Factors affecting the elementary school experienced expert natural science and living technology teacher’s pedagogical content knowledge included primarily the early experiences, teacher education courses, teaching experience, acting as the instructor of the “Compulsory Education Advisory Group”, participating in academic research, team of teaching, self studying, consultation with classmates and friends, and other factors .
期刊論文
1.Clandinin, D. J.、Connelly, F. M.(1986)。Teachers' personal knowledge: What counts as 'personal' in studies of the personal。Journal of Curriculum Studies，19(6)，487-500。  new window
2.Shulman, L. S.(1986)。Those who understanding: Knowledge growth in teaching。Educational Researcher，15(2)，4-14。  new window
3.Grant, G. E.(1992)。The sources of structural metaphors in teacher knowledge: Three cases。Teacher & Teacher Education，8(5)，433-440。  new window
4.Appleton, K.、Kindt, I.(1999)。Why teach primary science? Influences on beginning teachers' practices。International Journal of Science Education，21，155-168。  new window
5.Tamir, P.(1991)。Professional and personal knowledge of teachers and teacher educator。Teaching & Teacher education，7(3)，263-268。  new window
6.Pajares, M. F.(1992)。Teachers' belief and educational research: Cleaning up a messy construct。Review of Educational Research，62(3)，307-332。  new window
7.Halim, L.、Meerah, S. M.(2002)。Science Trainee Teachers' Pedagogical Content Knowledge and its Influence on Physics Teaching。Research in Science & Technological Education，20(2)，215-225。  new window
8.Grossman, P. L.、Richert, A. E.(1988)。Unacknowledged knowledge growth: A re-examination of the effects of teacher education。Teacher & Teacher Education，4(1)，53-62。  new window
9.宋秋美(20050100)。臺北市國小英語教師學科教學知識之研究。彰化師大教育學報，6/7，63-94。new window  延伸查詢new window
10.Johnston, S.(1992)。Images: A Way of Understanding the Practical Knowledge of Student Teachers。Teaching and Teacher Education，8(2)，123-136。  new window
11.Munby, H.(1986)。Metaphor in the thinking of teacher: An exploratory study。Journal of Curriculum Studies，18(2)，197-209。  new window
12.Jenkins, J. M.、Veal, M. L.(2002)。Preservice teachers' PCK development during peer coaching。Journal of Teaching in Physical Education，22(1)，49-68。  new window
13.Cochran, K. F.、DeRuiter, J. A.、King, R. A.(1993)。Pedagogical content knowledge: An integrative model for teacher preparation。Journal of Teacher Education，44(4)，263-272。  new window
14.Beijaard, D.、Verloop, N.、Vermunt, J. D.(2000)。Teachers' perceptions of professional identity: An exploratory study from a personal knowledge perspective。Teaching and Teacher Education，16(7)，749-764。  new window
15.賴慶三(19970600)。國小職前教師科學教學知識之研究。臺北師院學報，10，455+457-499。  延伸查詢new window
16.甄曉蘭、周立勳(19990100)。國小教師數學教學信念及其相關因素之探討。課程與教學，2(1)，49-68+151-152。new window  延伸查詢new window
17.陳美玉(19960500)。教師專業實踐理論及其應用之研究。教育研究資訊，4(3)，120-142。new window  延伸查詢new window
18.張惠博(19960300)。職前科學教師學科教學知識發展之研究。科學教育學刊，4(1)，59-92。new window  延伸查詢new window
19.段曉林、高榮成(19970900)。Development of a Grade Eight Taiwanese Physical Science Teacher's Pedagogical Content Knowledge Development。Proceedings of the National Science Council. Part D, Mathematics, Science, and Technology Education，7(3)，135-154。  new window
20.林曉雯(19960600)。國中生物教師教學內容知識的詮釋性研究。屏東師院學報，9，263-290。new window  延伸查詢new window
21.張靜儀(20010300)。國小自然科教師教學個案研究--教師背景與教學之探討。屏東師院學報，14(下)，899-931。new window  延伸查詢new window
22.Duffee, L.、Aikenhead, G. G.(1992)。Curriculum change, student evaluation, and teacher practical knowledge。Science Education，76(5)，493-506。  new window
23.Reynolds, A.(1992)。What is competent beginning teaching? A review of the literature。Review of Educational Research，62(1)，1-35。  new window
24.Nespor, J.(1987)。The role of beliefs in the practice of teaching。Journal of Curriculum Studies，19(4)，317-328。  new window
25.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
會議論文
1.段曉林(1996)。探究職前化學教師學科教學知識內涵之個案研究。第一屆數理教學及師資培育學術研討會。彰化：國立彰化師範大學。144-177。  延伸查詢new window
2.Cochran, Kathryn F.、King, Richard A.、DeRuiter, James A.(1991)。Pedagogical Content Knowledge: A Tentative Model for Teacher Preparation。Annual Meeting of the American Educational Research Association。Chicago, IL。  new window
學位論文
1.高榮成(1994)。化學實習教師學科教學知識發展之探究(碩士論文)。國立彰化師範大學，彰化。  延伸查詢new window
2.郭義章(1997)。國中初任理化教師思考與呈現其學科教學知識之個案研究(碩士論文)。國立彰化師範大學，彰化。  延伸查詢new window
3.林春慧(2003)。國民小學團隊學習與教師專業成長之研究(碩士論文)。國立屏東師範學院，屏東。  延伸查詢new window
4.張惠昭(1996)。高中英文教師教學專業知識之探究(碩士論文)。國立臺灣師範大學，台北。  延伸查詢new window
5.陳筱雯(2004)。國小自然科教師科學本質學科教學知識之研究(碩士論文)。國立屏東師範學院，屏東。  延伸查詢new window
6.陸美靜(2002)。一位國小三年級自然老師實施建構教學的歷程與反思(碩士論文)。屏東師範學院，屏東市。  延伸查詢new window
7.謝秀月(2001)。國小自然教師科學教學實踐知識與科學教學表徵之個案研究(博士論文)。彰化師範大學，彰化市。new window  延伸查詢new window
8.蔡添財(2003)。國小高年級自然科教師學科教學知識之個案研究(碩士論文)。臺中師範學院，台中。  延伸查詢new window
9.陳桂蘭(2002)。一位資深環境教育教師專業發展歷程之探索(碩士論文)。國立台北師範學院。  延伸查詢new window
10.李佳慧(2004)。國小自然與生活科技領域資深教師運作課程之個案研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
11.謝建國(2001)。國小實習教師國語科學科教學知識之個案研究(碩士論文)。國立台北師範學院，台北。  延伸查詢new window
12.黃麗娟(1995)。職前化學教師在微試教學中的學科教學知識(碩士論文)。國立彰化師範大學，彰化市。  延伸查詢new window
13.劉怡亭(2000)。國中歷史科教師的學科教學知識之探究(碩士論文)。國立嘉義大學，嘉義。  延伸查詢new window
14.陳國泰(2000)。國小初任教師實際知識的發展之研究(博士論文)。國立高雄師範大學，高雄市。new window  延伸查詢new window
15.黃永和(1996)。國小實習教師數學學科教學知識之個案研究(碩士論文)。國立新竹師範學院，新竹。  延伸查詢new window
16.林清財(1990)。我國國民小學教師教育信念之相關研究(博士論文)。國立政治大學，臺北。new window  延伸查詢new window
17.邱憶惠(1996)。國小音樂教師學科教學知識之個案研究(碩士論文)。國立台中師範學院。  延伸查詢new window
18.蘇建洲(2003)。提升國小協同教學成效策略之研究：以團隊管理觀點(碩士論文)。國立成功大學。  延伸查詢new window
19.林曉雯(1994)。國中生物教師教學表徵的詮釋性研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.Calderhead, J.、Miller, E.(1986)。The integration of subject matter knowledge in student teachers' classroom practice。School of Education, University of Lancaster。  new window
2.Grossman, P. L.(1990)。The making of teacher: Teacher knowledge and teacher education。New York：Teacher College Press。  new window
3.郭玉霞(1997)。教師的實務知識。高雄：復文出版社。  延伸查詢new window
4.Connelly, F. M.、Clandinin, D. J.(1988)。Teachers as curriculum planners: Narratives of experiences。New York, NY：Teachers College Columbia University。  new window
5.Elbaz, Freema(1983)。Teacher thinking: A study of practical knowledge。New York, NY：Nichols Publishing Company。  new window
6.林進材(19970000)。教師教學思考：理論、研究與應用。高雄：高雄復文。new window  延伸查詢new window
單篇論文
1.Becker, J. R.(2000)。Classroom coaching: An emerging method of professional development(ED. 476637)。  new window
2.Bauch, P. A.(1982)。Predicting elementary classroom teaching practices from teachers' educational beliefs(ED226437)。  new window
3.Van Driel, J. H.，De, J. O.(2001)。Investigating the development of preservice teachers' pedagogical content knowledge(ED 458146)。  new window
4.Russell, T.，Johnston, P.(1988)。Teachers learning from experience of teaching: Analysis based on metaphor and reflection(ED 294 859)。  new window
5.Courtney, R.，Booth, D.，Emerson, J.，Kuzmich, N.(1987)。No one way of being: A study of the practical knowledge of elementary art teachers(ED 305296)。  new window
6.Boufoy-Bastick, B.(2001)。Constructivist Pedagogy for Authentically Activating Oral Skills in the Foreign Language Classroom(ED. 450596)。  new window
7.Tabachnick, B. Robert，Zeichner, Kenneth M.(1985)。The Development of Teacher Perspectives: Final Report，Madison。(ED266099)。  new window
8.Schwartz, J. E.，Riedesel, C. A.(1994)。The relationship between teachers' knowledge and beliefs and the teaching of elementary mathematics(ED 366585)。  new window
9.Lee, J.，Meadows, M.，Lee, J. O.(2003)。What Causes Teachers to Implement High-Quality Mathematics Education More Frequently: Focusing on Teachers' Pedagogical Content Knowledge(ED472327)。  new window
10.Hsien, Y.，Spodek, B.(1995)。Educational principles underlying the classroom decision-making of two kindergarten teachers，http://law.moj.gov.tw/Scripts/Query4A.asp?FullDoc=all&Fcode=H0050001，(ED 383 663)。  new window
11.DeRuiter, J. A.(1991)。The development of teachers’ pedagogical content knowledge(ED 331807)。  new window
12.Goodson, I. F.(1994)。The story so far: Personal knowledge and the political(ED 272466)。  new window
13.Lange, J. D.，Burroughs-Lange, Sue G.(1994)。Professional uncertainty and professional growth(ED 376 128)。  new window
圖書論文
1.張靜儀(1997)。國小自然科專家教師學科教學知識與發展之個案研究。八十六學年度師範學院教育學術論文發表會論文集。  延伸查詢new window
2.Grossman, P. L.、Wilson, S. M.、Shulman, L. S.(1989)。Teacher of substance: Subject matter knowledge for teaching。Knowledge base for the beginning teacher。Oxford：Pergamon。  new window
3.Carter, K.(1992)。Creating cases for the development of teacher knowledge。Teachers and teaching: From classroom to reflection。Falmer Press。  new window
4.Clandinin, D.、Connelly, F.(1994)。Personal experience methods。Handbook of Qualitative Research。Thousand Oaks, CA：Sage Publications。  new window
5.Magnusson, S.、Krajcik, J.、Borko, H.(1999)。Nature, sources, and development of pedagogical content knowledge for science teaching。Examining pedagogical content knowledge: The construct and its implications for science education。Kluwer Academic。  new window
 
 
 
 
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