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題名：國小自然與生活科技資深專家教師實務知識的發展之個案研究
書刊名：國立臺北教育大學學報. 數理科技教育類
作者：陳國泰 引用關係
作者(外文)：Chen, Kuo-tai
出版日期：2006
卷期：19:2
頁次：頁31-64
主題關鍵詞：國小；自然與生活科技資深專家教師；實務知識；發展；Elementary school；Experienced expert natural science and living technology teacher；Practical knowledge；Development
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  • 被引用次數被引用次數:期刊(9) 博士論文(1) 專書(1) 專書論文(0)
  • 排除自我引用排除自我引用:5
  • 共同引用共同引用:129
  • 點閱點閱:92
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實務知識內涵與發展歷程。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的實務知識內涵包括「學生知識」、「課程知識」與「一般教學法知識」；2.國小自然與生活科技資深專家教師的實務知識是在其深具同理心的人格特質運作下發展而成；3.國小自然與生活科技資深專家教師的實務知識呈現橫向之間的發展；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，初步省思出許多實務知識；5.部份經由省思早年受教經驗而獲得的實務知識，在經由師資培育課程的薰陶後，仍無法立即轉化使用，而歷經「忠於原味期→醞釀期→突破期」的發展歷程，且國小自然與生活科技資深專家教師從教學經驗中對學生知識的理解，似乎是整個發展歷程的關鍵點；6.國小自然與生活科技資深專家教師的某些實務知識經由實際教學的驗證與強化而發展得更為穩固。
The study investigated one elementary school experienced expert on natural science and living technology teacher on her practical knowledge and development of this knowledge. Qualitative research method was used for this case study. Data were collected by naturalistic observations, interviews, and documentary analysis. The following results were found after one year of research. (1) The contents of practical knowledge of the elementary school experienced expert on natural science and living technology teacher included primarily the following: Knowledge of classroom management, knowledge of general pedagogy, and knowledge of pedagogical content. (2) The practical knowledge of the elementary school experienced expert on natural science and living technology teacher is worked and developed under the teachers’ characteristic of empathy. (3) The development of the elementary school experienced expert on natural science and living technology teacher’s practical knowledge is lateral advance. (4) The elementary school experienced expert on 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 courses. (5) Part of reflection on practical knowledge from the early educational experience cannot be transferred into application immediately after the edification of teacher training courses. The developing course starts from “The Original Stage → The Incubational Stage → The Break-through Stage”, and also the teaching experience in students’ learning comprehension of the elementary school experienced expert on natural science and living technology teachers seems to be the key point of the whole developing course. (6) Some of the practical knowledge of the elementary school experienced expert on natural science and living technology teachers is put to the proof and strengthened by the real teaching experience, and after that, it is developed steadier.
期刊論文
1.邱憶惠、高忠增(20031200)。教師知識之個案研究：以兩位國小級任教師為例。臺中師院學報，17(2)，91-112。new window  延伸查詢new window
2.Shulman, L. S.(1986)。Those who understanding: Knowledge growth in teaching。Educational Researcher，15(2)，4-14。  new window
3.熊同鑫、王振興(19990300)。行動、反思與成長：一位自然科教師的自我教學研究。科學教育學刊，7(1)，17-34。new window  延伸查詢new window
4.Tamir, P.(1991)。Professional and personal knowledge of teachers and teacher educator。Teaching & Teacher education，7(3)，263-268。  new window
5.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
6.Johnston, S.(1992)。Images: A Way of Understanding the Practical Knowledge of Student Teachers。Teaching and Teacher Education，8(2)，123-136。  new window
7.Munby, H.(1986)。Metaphor in the thinking of teacher: An exploratory study。Journal of Curriculum Studies，18(2)，197-209。  new window
8.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
9.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
10.Lederman, N. G.、Gess-Newsome, J.(1993)。Do subject knowledge and pedagogical content knowledge constitute the ideal Gas Law of science teaching?。Journal of Science Education，3(1)，16-20。  new window
11.潘世尊、江振賢(20020700)。一個實習教師的教學轉變及對其參與的行動研究的討論。臺中師院學報，16，49-72。new window  延伸查詢new window
12.張靜儀(19980600)。初任教師國小自然科教學之個案研究--以〔地球運動〕單元為例。屏東師院學報，11，233-263。new window  延伸查詢new window
13.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
14.Calderhead, J.、Robson, M.(1991)。Images of teaching: Student teachers' early conceptions of calssroom practice。Teaching and Teacher Education，7(1)，1-8。  new window
15.Leinhardt, G.、Smith, D. A.(1985)。Expertise in mathematics instruction: Subject matter knowledge。Journal of Educational Psychology，77(3)，247-271。  new window
16.何秋蘭(19970600)。師院生在集中實習期間實際知識運作之個案分析。屏東師院學報，10，37-62。new window  延伸查詢new window
17.Grossman, R. W.(1994)。Encouraging critical thinking using the case study method and cooperative learning techniques。Journal on Excellence in College Teaching，5(1)，7-20。  new window
18.甄曉蘭、周立勳(20010600)。國小教師自然科學教學信念之調查。國民教育研究學報，7，215-241。new window  延伸查詢new window
19.Duffee, L.、Aikenhead, G. G.(1992)。Curriculum change, student evaluation, and teacher practical knowledge。Science Education，76(5)，493-506。  new window
20.Kagan, D. M.(1992)。Implications of research on teacher belief。Educational Psychologist，27(1)，65-90。  new window
21.Clandinin, D. Jean(1985)。Personal practical knowledge: A study of teachers' classroom images。Curriculum Inquiry，15(4)，361-385。  new window
22.Schwab, Joseph J.(1969)。The practical: A language for curriculum。School Review，78(1)，1-23。  new window
23.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.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。花蓮：花蓮師範學院。567-587。  延伸查詢new window
2.鍾任琴(1995)。影響實習教師教育專業信念之實習學校環境因素探討。八十四學年度師範學院教育學術論文發表會。屏東：屏東師範學院。501-527。  延伸查詢new window
3.Cochran, K. F.、King, R. A.、DeRuiter, J. A.(1991)。Pedagogical content knowledge: A tentative model for teacher preparation。The annual meeting of the American Educational Research Association，(會議日期: 1991/04/03-04/07)。Chicago, IL。  new window
4.Grossman, P.(1987)。A tale of two teachers: The role of subject matter orientation in teaching。The annual meeting of the American Education Research Association。Washington, D. C.。  new window
5.黃瑞琴、張翠娥(1991)。幼兒教師教學的實際知識。臺灣省第二屆教育學術論文研討會。國立新竹師範學院。1-25。  延伸查詢new window
研究報告
1.孫敏芝(1997)。師範院校結業生教學實際知識之個案研究 (計畫編號：NSC 85-2413-H-153-005)。  延伸查詢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。  延伸查詢new window
2.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
3.劉蕙鈺(2003)。自然科教師激發國小學童學習動機策略之個案研究(碩士論文)。國立屏東師範學院。  延伸查詢new window
4.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。  延伸查詢new window
5.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。new window  延伸查詢new window
6.池叔樺(2001)。國小低年級教師綜合活動課程的實務知識之研究(碩士論文)。國立台北師範學院，台北。  延伸查詢new window
7.王鳳仙(2001)。國小教師道德科教學實踐知識之個案研究(碩士論文)。國立台北師範學院。  延伸查詢new window
8.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
9.羅明華(1996)。國民小學初任教師實務知識的發展及其影響因素之個案研究(碩士論文)。國立台中師範學院，臺中。  延伸查詢new window
10.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
11.吳宜玲(1993)。初任生物教師專業知能成長之詮釋性研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.張德銳、丁一顧、簡賢昌、高紅瑛、梅瑤芳、謝雅惠、張雲龍(2006)。中小學優良教師專業發展歷程及教學經驗之研究。台北：國立教育資料館。  延伸查詢new window
2.Calderhead, J.、Miller, E.(1986)。The integration of subject matter knowledge in student teachers' classroom practice。School of Education, University of Lancaster。  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.黃美瑛(19950000)。意象：幼兒教師實際知識的運作之研究。屏東：睿煜。new window  延伸查詢new window
5.Connelly, F. M.、Clandinin, D. J.(1988)。Teachers as curriculum planners: Narratives of experiences。New York, NY：Teachers College Columbia University。  new window
6.Elbaz, Freema(1983)。Teacher thinking: A study of practical knowledge。New York, NY：Nichols Publishing Company。  new window
7.Clandinin, D. J.(1986)。Classroom practice: Teacher images in action。Falmer Press。  new window
8.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.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
2.DeRuiter, J. A.(1991)。The development of teachers’ pedagogical content knowledge(ED 331807)。  new window
3.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
4.Hsien, Y.，Spodek, B.(1995)。Educational principles underlying the classroom decisionmaking of two kindergarten teachers(ED 383663)。  new window
5.Van Driel, J. H.，De, J. O.(2001)。Investigating the development of preservice teachers' pedagogical content knowledge(ED 458146)。  new window
6.Russell, T.，Johnston, P.(1988)。Teachers learning from experience of teaching: Analysis based on metaphor and reflection(ED 294859)。  new window
7.Goodson, I. F.(1994)。The story so far: Personal knowledge and the political(ED 272466)。  new window
8.Lange, J. D.，Burroughs-Lange, Sue G.(1994)。Professional uncertainty and professional growth(ED 376 128)。  new window
9.Schwab, J. J.(1970)。The practical: A language for curriculum，Washington, DC：National Educational Association。  new window
圖書論文
1.Carter, K.(1992)。Creating cases for the development of teacher knowledge。Teachers and teaching: From classroom to reflection。Falmer Press。  new window
2.Russell, T.、Munby, H.、Spafford, C.、Johnston, P.(1988)。Learning the professional knowledge of teaching: Metaphors, puzzles, and the theorypractice relationship。Reflection in teacher education。New York：Teachers College Columbia University。  new window
3.Clandinin, D.、Connelly, F.(1994)。Personal experience methods。Handbook of Qualitative Research。Thousand Oaks, CA：Sage Publications。  new window
4.Wilson, S. M.、Shulman, L. S.、Richert, A. E.(1987)。150 different ways of knowing: Representations of knowledge in teaching。Exploring Teachers' Thinking。Holt, Rinehart, and Winston。  new window
5.Denzin, Norman K.、Lincoln, Yvonna S.(1994)。Introduction: Entering the Field of Qualitative Research。Handbook of Qualitative Research。Sage Publications。  new window
6.Borko, H.、Livingston, C.、McCaleb, J.、Mauro, L.(1988)。Student Teachers' Planning and Post-lesson Reflections: Patterns and Implications for Teacher Preparation。Teachers' Professional Learning。London：Falmer Press。  new window
7.Doyle, W.(1986)。Classroom organization and management。Handbook of research on teaching。New York：Macmillan。  new window
 
 
 
 
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