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題名：反省取向的「二階段集中實習課程」對國小師資生實務知識發展的影響
書刊名：教育實踐與研究
作者：陳國泰 引用關係
作者(外文)：Chen, Kuo-tai
出版日期：2011
卷期：24:1
頁次：頁25-66
主題關鍵詞：二階段集中實習課程、反省取向的師資培育；師資生；教學意象；實務知識；Image of teaching；Practical knowledge；Reflective teacher education；Student teacher；Two-stage teaching practicum
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相關次數：
  • 被引用次數被引用次數:期刊(8) 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:8
  • 共同引用共同引用:61
  • 點閱點閱:59
本研究旨在設計一個反省取向的二階段集中實習課程，以探討其對國小師資生實務知識發展的影響。為此，本研究以南部某學院師資培育中心國小教育學程修習「國民小學教學實習」課程的 21位師資生為研究對象，並將集中實習課程分成二階段，每階段皆駐校及在固定班級實習二週／ 10天，且在第一階段實習前、後與第二階段實習後，分別安排 7週、5週與 2週之反省取向課程活動（在第一階段實習後之 5週反省取向課程，本研究稱為增能課程），至於蒐集資料的方法則包括教室觀察、訪談及文件分析。經由一學期（約 18週）的探究，本研究有三點發現： (1)反省取向的二階段集中實習課程雖未改變個案師資生實務知識的上層結構（教學意象）之性質，但卻影響實務知識相關內涵的發展，而使教學意象更趨細緻化，亦使實務知識更具可行性。 (2)反省取向的二階段集中實習課程促使個案師資生歷經「觀察與覺知、質疑與批判、探查與深究、頓悟與認同」等反省與澄清歷程，使師資生在教學目標知識、學習者知識及一般教學法知識等三項實務知識內涵上，產生較明顯的發展。 (3)國小個案師資生在第一階段集中實習及增能課程期間反省所得之實務知識，由於相當清晰且具有明確方向，因而在第二階段集中實習返回相同班級、重新面對類似教學問題時，即能針對反省所得之實務知識予以驗證，而在收到良好教學成效後，乃進一步強化所獲得之實務知識。
The purpose of this study is to design a reflective teaching practicum with two stages in which an enhanced curriculum was arranged between the first and second stage, and then the study explored its influence on the development of student teachers’ practical knowledge. Twenty-one student teachers taking the course of “teaching practicum” at center of teacher education in south Taiwan were invited to participate in this study, and data was collected by classroom observation, interviews and document analysis. The results were as follows: (1) Although student teachers’ super structure of practical knowledge (i.e. image of teaching) was not influenced by the two stages of reflective student teaching course, their concepts of relevant practical knowledge was. Thus, their images of teaching were getting more exquisite enabling their practical knowledge to be more applicable. (2) Students teachers significantly developed their knowledge of teaching objectives, knowledge of learners, and knowledge of instruction through the reflective and clarifying process of observation and awareness, suspicion and criticize, investigation and exploration, and insight and identification. (3) The practical knowledge student teachers attained during the enhanced curriculum and the first stage of the student teaching course was very clear and in a definite direction; therefore, when they went back to the same classroom setting and were faced with similar teaching problems in the second stage, they would verify the practical knowledge developed through reflection, and their enhanced teaching effectiveness would reinforce their practical knowledge again.
期刊論文
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2.陳國泰(20070600)。知名數學補習班名師的學科教學知識之個案研究。高雄師大學報. 教育與社會科學類，22，43-67。new window  延伸查詢new window
3.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
4.楊基銓(1997)。實習教師省思之研究-集中實習的專業成長。國教學報，9，165-179。  延伸查詢new window
5.周水珍(20031100)。師院生集中實習的教學轉化歷程之研究。花蓮師院學報. 教育類，17，31-54。new window  延伸查詢new window
6.Colton, A. B.、Sparks-Langer G. M.(1993)。A conceptual framework to guide the development of teacher reflection and decision making。Journal of Teacher Education，44(1)，45-54。  new window
7.Zeichner, K. M.、Liston, D. P.(1987)。Teaching Student Teacher to Reflect。Harvard Educational Review，57(1)，23-48。  new window
8.潘世尊(20040600)。教育行動研究中的協同反省：方法與態度初探。臺東大學教育學報，15(1)，265-303。new window  延伸查詢new window
9.Elbaz, F.(1991)。Research on teacher's knowledge: The evolution of a discourse。Journal of Curriculum Studies，23(1)，1-19。  new window
10.陳國泰(20010400)。幼兒教師的實際知識之探究。美和技術學院學報，19，140-159。  延伸查詢new window
11.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
12.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
13.王莉玲(19920600)。花蓮師院幼師科集中實習實施方式之檢討評量。幼兒教育學報，1，57-76。  延伸查詢new window
14.Clandinin, D. Jean(1985)。Personal practical knowledge: A study of teachers' classroom images。Curriculum Inquiry，15(4)，361-385。  new window
15.Connelly, F. M.、Clandinin, D. J.、He, M. F.(1997)。Teachers' personal practical knowledge on the professional knowledge landscape。Teaching and Teacher Education，13(7)，665-674。  new window
16.Johnston, S.(1992)。Images: A way of understanding the practical knowledge of student teachers。Teaching and teacher education，8(2)，123-136。  new window
17.陳國泰(20060900)。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。國立臺北教育大學學報. 數理科技教育類，19(2)，31-64。new window  延伸查詢new window
18.Brown, John Seely、Collins, Allan、Duguid, Paul(1989)。Situated Cognition and the Culture of Learning。Educational Researcher，18(1)，32-42。  new window
19.Shulman, Lee S.(1986)。Those Who Understand: Knowledge Growth in Teaching。Educational Researcher，15(2)，4-14。  new window
20.Gipe, Joan P.、Richards, Janet C.(1992)。Reflective thinking and growth in novices' teaching abilities。Journal of Educational Research，86(1)，52-57。  new window
21.Browder, J. L. H.(1994)。Exploring the meanings of teacher empowerment。International Journal of Educational Reform，3(2)，137-153。  new window
22.梁麗珍、蕭錫錡(19981000)。實習輔導教師應具備之能力。教育實習輔導，4(2)=15，34-37。  延伸查詢new window
23.張明麗(1995)。準幼教老師集中實習教學角色之研究。花蓮師院學報，5，149-183。  延伸查詢new window
24.顏素霞(2000)。教育實習與專業成長關係之探討。師資培育與教育研究，10，121-155。  延伸查詢new window
25.陳美玉(1998)。教室觀察：一項被遺漏的教師專業能力。研習資訊，15(6)，60-69。  延伸查詢new window
26.Binkley, N.、Brandes, G. M.(1995)。Reflection: Meanings and interpretations。Curriculum Inquiry，25(2)，207-212。  new window
27.Chetcuti, D.(2009)。Identifying a gender-inclusive pedagogy from Maltese teachers' personal practical knowledge。International Journal of Science Education，31(1)，81-99。  new window
28.Corcoran, C. A.、Leahy, R.(2003)。Growing professionally through reflective practice。Kappa Delta Pi Record，40(1)，30-33。  new window
29.Kim, J.、Choy, D.(2008)。Learning to your own horn: Preservice teachers integrating music into a childhood classroom。Journal of Research in Childhood Education，22(4)，405。  new window
30.Levin, B. B.、He, Ye(2008)。Investigating the content and sources of teacher candidates' personal practical theories (PPTs)。Journal of Teacher Education，59(1)，55-68。  new window
31.Liliane, P.、Colette, G.(2009)。Analysis of the dynamics of the sharing knowledge between cooperating teacher and teacher-in-training: The partners' respective roles。US-China Education Review，6(6)，71-80。  new window
32.MacGillivray, L.、Freppon, P.(2000)。Reflections over time: Preservice teachers' images of their first year of teaching。Action in Teacher Education，22(2)，122-132。  new window
33.McDuffie, A. R.(2004)。Mathematics teaching as a deliberate practice: An investigation of elementary pre-service teachers' reflective thinking during student teaching。Journal of Mathematics Teacher Education，7(1)，33-61。  new window
34.Peel, D.、Shortland, S.(2004)。Student teacher collaborative reflection: Perspectives on learning together。Innovations in Education and Teaching International，41(1)，49-58。  new window
35.Shin, S. J.(2006)。Learning to teach writing through tutoring and journal writing。Teachers & Teaching，12(3)，325-345。  new window
36.Vanhulle, B.(2005)。The path of history: Narrative analysis of history textbooks。History of Education，38(2)，263-282。  new window
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會議論文
1.簡頌沛、吳心楷(2006)。從情境認知的觀點，來探討實習教師之教學信念與教學實務的轉變歷程。臺北。  延伸查詢new window
2.Chapman, O.(2004)。Facilitating peer interactions in learning mathematics: Teachers' practical knowledge。Bergen, Norway。  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
2.周鳳美(2004)。探究師院學生省思能力之發展--在國小社會科教材教法課程的學習 (計畫編號：NSC92-2413-H152-010)。  延伸查詢new window
學位論文
1.何妤珩(2004)。國小實習教師實務知識發展之研究(碩士論文)。臺中師範學院，台中。  延伸查詢new window
2.蔡小霞(2008)。國小四位初任教師數學課堂實務知識之研究(碩士論文)。國立中正大學，嘉義。  延伸查詢new window
圖書
1.Borg, Simon(2006)。Teacher cognition and language education: Research and practice。Continuum。  new window
2.Elbaz, Freema(1983)。Teacher thinking: A study of practical knowledge。London：Croom Helm。  new window
3.Blanchard, K.、Carlos, J. P.、Randolph, A.(1996)。Empowerment: Takes more than a minute。San Francisco, CA：Jossey-Bass。  new window
4.Altrichter, Herbert、Posch, Peter、Somekh, Bridget(1993)。Teachers investigate their work: An introduction to the method of action research。Routledge。  new window
5.郭玉霞(1997)。教師的實務知識。高雄：復文出版社。  延伸查詢new window
6.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
7.Calderhead, J.(1988)。Teachers, Professional Learning。Falmer Press。  new window
8.Connelly, F. M.、Clandinin, D. J.(1988)。Teachers as curriculum planners: Narratives of experiences。New York, NY：Teachers College Columbia University。  new window
9.Sergiovanni, Thomas J.(1995)。The principalship: A reflective practice perspective。Allyn and Bacon。  new window
10.Lincoln, Yvonna S.、Guba, Egon G.(1989)。Fourth generation evaluation。Sage Publications。  new window
11.Carr, Wilfred、Kemmis, Stephen(1986)。Becoming Critical: Education, Knowledge, and Action Research。Falmer Press。  new window
12.王秋絨(1992)。中英教育實習制度之比較分析。國際比較師範教育學術研討會論文集。台北。  延伸查詢new window
13.Richert, A. E.(1990)。Using teacher cases for reflection and enhanced understanding。Staff development for education in the '90s。New York。  new window
14.Wilson, S. M.、Shulman, L. S.、Richert, A. E.(1987)。150 different ways' of knowledge: Representations of knowledge in teaching。Exploring teachers' thinking。London。  new window
其他
1.Nickles, D.，Walter, D.(1998)。Practitioners research: Changes in pre-service elementary teachers conceptions about science and science teaching and learning，http://www.narst.org/98conference/Nickles， 20101025。  new window
 
 
 
 
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