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題名：我國教育實習學生知覺教師專業知能習得、運用與重要之研究
書刊名：教育科學研究期刊
作者：黃嘉莉 引用關係／武佳瀅
作者(外文)：Huang, Jia-li／Wu, Chia-ying
出版日期：2015
卷期：60:2
頁次：頁1-32
主題關鍵詞：教師專業知能；教育專業課程架構；教學準備度；實習學生；Teacher professional knowledge and ability；Framework of education professional curriculum；Teaching preparedness；Student teacher
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  • 被引用次數被引用次數:期刊(13) 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:10
  • 共同引用共同引用:243
  • 點閱點閱:113
本研究以教育實習學生為研究對象，透過知覺教師專業知能的習得、運用、重要之情形， 用以瞭解師資培育成果。本研究立意調查我國北、中、南、東部等四個區域共計11 所師資培 育之大學，進行平均數、標準差、獨立樣本檢定、單因子變異數、探索性因素等分析，確認 假設路徑模式關係後，顯示下列結論：一、受試者知覺習得知能依序為「反省思考」、「班級 經營」與「學科教學知識」，傾向「教什麼」與「如何教」的技術取向。二、受試者知覺運用 知能依序為「專業成長」、「教學設計」、「溝通輔導」，與我國教育實習課程內涵相吻合，顯見 實務經驗之重要性。三、受試者知覺重要知能依序為「敬業精神」、「課程設計」與「自信態 度」，顯示我國師資培育成果相對較為不足之處。四、教師專業知能的「習得」與「運用」、 「習得」與「重要」、「運用」與「重要」間相關係數皆為中度正相關；其中以習得「反省 思考」和運用「教學設計」向度相關最高；習得「學科教學知識」與「敬業精神」的重要性 之間未達顯著相關，顯然存有其他因素影響。五、在教師專業知能的習得、運用與重要在背 景變項上沒有顯著差異，受試者知覺趨於一致，顯示我國在師資培育歷程設計上，教師專業 知能知覺沒有差異，擔任教職者具有相當程度的共同知能。本研究提供五項建議以供參考。
Student teachers who were interns at local schools were recruited as participants in this study to determine the outcome of teacher education and teaching preparedness of student teachers. A total of 422 valid surveys were retrieved at a rate of 74.95% from 11 universities with teacher education program. Subsequently, mean, standard deviation, an independent samples t test, one-way analysis of variance, and exploratory factor analysis were employed. The following conclusions were deduced from this study: (1) The teacher professional knowledge and ability that student teachers learned primarily include reflective thinking, class management, and pedagogical content knowledge that emphasizes what and how to teach. (2) The teacher professional knowledge and ability that student teachers used include instructional design, communicative counseling, and professionalism, indicating that internships are valuable for becoming a teacher. (3) The teacher professional knowledge and ability that student teachers emphasize are teaching commitment, curriculum design, and self-confidence, revealing that fostering community or social resources and teaching confidence must be enhanced. (4) Acquisition, use, and importance of teacher professional knowledge and ability do not differ according to gender, academic background, or location of the internship school. The relativity of reflective thinking with instruction design is the highest, and pedagogical content knowledge and teaching commitment do not differ significantly. (5) The relativities among the three assessments of teacher professional knowledge and ability are all positive. It dedicated that participants had a considerable degree of common knowledge and abilities from framework of education professional curriculum.
期刊論文
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15.Lampert, M.(2009)。Learning teaching in, from, and for practice: What do we mean?。Journal of Teacher Education，61(1/2)，21-34。  new window
16.Loadman, W. E.、Freeman, D. J.、Brookhart, S. M.、Rahman, M. A.、McCague, G. J.(1999)。Development of a national survey of teacher education program graduates。The Journal of Educational Research，93(2)，76-89。  new window
17.Lotan, R. A.、Marcus, A.(2002)。Standards-based assessment of teacher candidates' performance in clinical practice。Issues in Teacher Education，11(1)，31-47。  new window
18.Malinen, O. P.、Savolainen, H.、Engelbrecht, P.、Xu, J.、Nel, M.、Nel, N.、Tlale, D.(2013)。Exploring teacher self-efficacy for inclusive practices in three diverse countries。Teaching and Teacher Education，33，34-44。  new window
19.O'Neill, S.、Stephenson, J.(2012)。Does classroom management coursework influence pre-service teachers' perceived preparedness or confidence?。Teaching and Teacher Education，28(8)，1131-1143。  new window
20.Cogan, L. W. H.、Houang, R.(2011)。The role of opportunity to learn in teacher preparation: An international context。Journal of Teacher Education，62(2)，138-153。  new window
21.Schultz, S. E.(2002)。Assessing growth in teaching knowledge。Issues in Teacher Education，11(1)，49-63。  new window
22.Siwatu, K. O.(2011)。Preservice teachers' sense of preparedness and self-efficacy to teach in America's urban and suburban schools: Does context matter?。Teaching and Teacher Education，27(2)，357-365。  new window
23.Thomson, M. M.、Turner, J. E.、Nietfeld, J. L.(2012)。A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates。Teaching and Teacher Education，28(3)，324-335。  new window
24.Turner‐Bisset, Rosie(1999)。The knowledge bases of the expert teacher。British Educational Research Journal，25(1)，39-55。  new window
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27.Webster, N. L.、Valeo, A.(2011)。Teacher preparedness for a changing demographic of language learners。TESL Canada Journal，28(2)，105-128。  new window
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29.白亦方(20100300)。美國優質師資培育的底蘊分析。教育研究與發展期刊，6(1)，21-38。new window  延伸查詢new window
30.Cochran-Smith, M.(2001)。Constructing outcomes in teacher education: Policy, practice, and pitfalls。Educational Policy Analysis Archives，9(11)。  new window
31.Darling-Hammond, L.(2001)。Teacher testing and the improvement of practice。Teaching Education，12(1)，1-34。  new window
32.洪志成(2005)。教師檢定測驗不是教師專業最後防線。現代教育論壇，12，462-477。  延伸查詢new window
33.Britzman, Deborah P.(1986)。Cultural myths in the making of a teacher: Biography and social structure in teacher education。Harvard Educational Review，56(4)，442-457。  new window
34.Kee, A. N.(2012)。Feelings of preparedness among alternatively certified teachers: what is the role of program features?。Journal of Teacher Education，63(1)，23-38。  new window
35.Hoy, W. K.、Woolfolk, A. E.(1990)。Socialization of student teachers。American Educational Research Journal，27(2)，279-300。  new window
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38.Housego, B.(2006)。Monitoring student teachers' feelings of preparedness to teach and teacher efficacy in a new elementary teacher education program。Journal of Education for Teaching: International Research and Pedagogy，18(3)，259-272。  new window
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44.Gibson, Sherri D.、Dembo, Myron H.(1984)。Teacher Efficacy: A Construct Validation。Journal of Educational Psychology，76(4)，569-582。  new window
45.Darling-Hammond, Linda(2006)。Constructing 21st-Century Teacher Education。Journal of Teacher Education，57(3)，300-314。  new window
46.Bandura, Albert(1977)。Self-efficacy: Toward a unifying theory of behavioral change。Psychological Review，84(2)，191-215。  new window
47.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
48.Beijaard, D.、Meijer, P. C.、Verloop, N.(2004)。Reconsidering research on teachers' professional identity。Teaching and Teacher Education，20(2)，107-128。  new window
49.黃嘉莉(20081200)。教師專業制度的社會學分析。師大學報. 教育類，53(3)，125-151。new window  延伸查詢new window
50.Tschannen-Moran, Megan、Woolfolk Hoy, Anita、Hoy, Wayne K.(1998)。Teacher efficacy: Its meaning and measure。Review of Educational Research，68(2)，202-248。  new window
51.Woolfolk, Anita E.、Hoy, Wayne K.(1990)。Prospective Teachers' Sense of Efficacy and Beliefs about Control。Journal of Educational Psychology，82(1)，81-91。  new window
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會議論文
1.Keiser, K. A.(200711)。Between theory and practice: Student teachers' espoused and observed dispositions。Meeting of the 6th Annual Symposium on Educator Dispositions。  new window
研究報告
1.中華民國師範教育學會(2006)。各師資類科教師專業標準之研究。臺北市：教育部中等教育司。  延伸查詢new window
2.吳清基、黃乃熒(2006)。各師資類科教師專業標準之研究。臺北市：教育部。  延伸查詢new window
圖書
1.Feiman-Nemser, S.、Remillard, J.(1995)。Perspectives on learning to teach。East Lansing, MI：National Center for Research on Teacher Learning, Michigan State University。  new window
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8.Larson, Magali Sarfatti(1977)。The Rise of Professionalism: A Sociological Analysis。University of California Press。  new window
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其他
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2.(2005)。Teachers matter: Attracting, developing and retaining effective teachers，http://www.oecd.org/education/school/34990905.pdf。  new window
圖書論文
1.Ericsson, K. A.(2002)。Attaining excellence through deliberate practice: Insights from the study of expert performance。The pursuit of excellence through education。Lawrence Erlbaum Associates, Inc.。  new window
2.Goode, W. J.(1969)。The theoretical limits of professionalization。The semiprofessionals and their organization: Teachers, nurses, social workers。New York, NY：Free Press。  new window
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5.葉連祺(2004)。中小學教師檢定方法相關課題之分析。教師檢定之理論與實務。臺北市：國立教育資料館。  延伸查詢new window
6.Louden, W.(1992)。Understanding reflection through collaborative research。Understanding teacher development。New York, NY：Teacher College Press。  new window
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9.湯維玲(2007)。師資培育理念與實踐之對話：教育專業課程之調查研究。教育改革的挑戰與省思。高雄：麗文。  延伸查詢new window
10.Alexander, Robin J.(1984)。Innovation and continuity in the initial teacher education curriculum。Change in teacher education: Context and provision since Robbins。London：Holt, Rinehart & Winston。  new window
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13.Lanier, J. E.、Little, J. W.(1986)。Research on Teacher Education。Handbook of Research on Teaching。New York：Macmillan。  new window
 
 
 
 
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