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題名：案例撰寫與討論引導架構促進實習教師反省思考層次之研究
書刊名：教育實踐與研究
作者：劉唯玉 引用關係
作者(外文)：Liu, Wei-yu
出版日期：2017
卷期：30:1
頁次：頁71-104
主題關鍵詞：反省思考；案例撰寫與討論引導架構；實習教師；Case writing and discussion guide framework；CWDGF；Reflective thinking level；Student teacher
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(3) 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:2
  • 共同引用共同引用:128
  • 點閱點閱:29
本研究目的是以行動研究法探討研究者發展之一套能回應「教材教法的實踐省思」、「撰寫案例前即有效引導師資生聚焦」、以及「有系統的引導師資生進行多層次省思」的案例撰寫引導架構（Case Writing and Discussion Guide Frame，CWDGF），並探討本架構如何促進實習教師的反省思考層次。本研究以研究者在2013 年8 月到2015 年1 月教育實習課程所指導的12 位小學實習教師為研究對象。研究發現，案例撰寫與討論引導架構能促進多數實習教師由單一迴圈反省思考，進入雙重迴圈反省思考；由技術性省思，進入實務性省思；並能幫助本研究所有實習教師在案例撰寫後即達到以教學原則如教學目標、方法與評量的一致性；心理學理論如理想我、現實我；並考慮實習班級或個別學生特質等脈絡因素提出解釋。
The purpose of this study is to promote student teachers' reflective thinking by using the case writing and discussion guide framework (CWDGF), which was developed by the researcher in response to the requirement of effective focus before case writing. The framework focused on pedagogical reflection during practicum and provides a systematic guide for pre-service teachers to engage in multiple levels of reflection. The participants were 12 student teachers who were enrolled in the researcher's class of Educational Practicum from August, 2013 to January, 2015. The results showed that CWDGF helped most student teachers advance from single-loop to double-loop reflection, and from technical to practical reflection. In addition, CWDGF helped all student teachers reach the level of explanation with principle or theory and with consideration of context.
期刊論文
1.徐綺穗(20110500)。從Grossman的反思層次來分析學生的行動反思內涵。教育學誌，25，29-53。new window  延伸查詢new window
2.Kim, J.、Choy, D.(2008)。Learning to toot your own horn: Preservice teachers integrating music into a childhood classroom。Journal of Research in Childhood Education，22(4)，405-423。  new window
3.Lee, I.(2008)。Fostering preservice reflection through response。Teacher Education Quarterly，35(1)，117-139。  new window
4.Schmidit, M.(2010)。Learning from teaching experience: Dewey's theory and preservice teachers' learning。Journal of Research in Music Education，58(2)，131-146。  new window
5.Vanhulle, S.(2005)。How future teachers develop professional knowledge through reflective writing in a dialogical frame。L1-Educational Studies in Language and Literature，5(3)，287-314。  new window
6.Sparks-Langer, G. M.、Simmons, J. M.、Pasch, M.、Colton, A.、Starko, A.(1990)。Reflective pedagogical thinking: How can we promote it and measure it?。Journal of Teacher Education，41(5)，23-32。  new window
7.徐綺穗(20120300)。教師參與行動學習團體促進教師專業發展之探討。教育研究，215，30-39。new window  延伸查詢new window
8.Barnett, C.(1991)。Building a case-based curriculum to enhance the pedagogical content knowledge of mathematics teachers。Journal of Teacher Education，42(4)，263-277。  new window
9.陳成宏(20120900)。我寫故我在：案例撰寫在教育行政與領導學程的實施探討。教育研究與發展期刊，8(3)，61-90。new window  延伸查詢new window
10.許淑玫(20050700)。教育實習經驗的意義解析--以一名國小實習教師為例。課程與教學，8(3)，105-126。new window  延伸查詢new window
11.薛雅慈(20131000)。臺灣高等教育各學門實施前段不分系課程的知識理念探討--全球化知識生產模式轉變之分析。課程與教學，16(4)，1-34。new window  延伸查詢new window
12.Harrington, H. L.(1995)。Fostering reasoned Decisions: Case-Based Pedagogy and the Professional Development of Teachers。Teaching and Teacher Education，11(3)，203-214。  new window
13.Sparks-Langer, Georgea Mohlman、Colto, Amy Bernstein(1991)。Synthesis of research on teachers' reflective thinking。Educational Leadership，48(6)，37-44。  new window
14.Zeichner, K. M.、Liston, D. P.(1987)。Teaching student teachers to reflect。Harvard Education Review，57(1)，23-48。  new window
15.徐綺穗(20130700)。「行動-反思」教學及其在大學教育實習課程的應用。課程與教學，16(3)，219-253。new window  延伸查詢new window
16.陳國泰(20110600)。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。教育實踐與研究，24(1)，25-66。new window  延伸查詢new window
17.Anderson, L. M.、Bird, T.(1995)。How three prospective teachers construed three cases of teaching。Teaching and Teacher Education，11(5)，479-499。  new window
18.Hammerness, K.、Darling-Hammond, L.、Shulman, L. S.(2002)。Toward expert thinking: How curriculum case writing prompts the development of theoiy-based professional knowledge in student teachers。Teaching Education，13(2)，220-243。  new window
19.Van Manen, M.(1997)。From meaning to method。Qualitative Health Research，7(3)，345-369。  new window
20.徐綺穗(20090300)。學生反思內涵的分析及其對教學實習課程的啟示。教育研究與發展期刊，5(1)，35-58。new window  延伸查詢new window
21.張民杰(20080300)。以案例教學法增進實習教師班級經營知能之研究。國民教育研究學報，20，147-176。new window  延伸查詢new window
22.Binkley, N.、Brandes, G. M.(1995)。Reflection: Meanings and interpretations。Curriculum Inquiry，25(2)，207-212。  new window
23.Corcoran, C. A.、Leahy, R.(2003)。Growing professionally through reflective practice。Kappa Delta Pi Record，40(1)，30-33。  new window
24.Cochran-Smith, M.、Lytle, S. L.(1990)。Teacher research and research on teaching: The issues that divide。Educational Researcher，19(2)，2-11。  new window
會議論文
1.陳淑芳(1998)。從鷹架觀念談案案例故事在教師專業成長的應用。中華民國幼兒教育改革研究會87年年會暨學術研討會。台北：臺北市立師範學院。  延伸查詢new window
學位論文
1.Richert, A. E.(1987)。Reflex to reflection: Facilitating reflection in novice teachers(博士論文)。Stanford University，Stanford, California。  new window
圖書
1.McGill, I.、Brockbank, A.(2004)。The action learning handbook。London：Rouledge Falmer。  new window
2.Argyris, C.、Putnam, R.、Smith, Diana MacLain(1985)。Action science: Concepts, methods, and skills for research and intervention。San Francisco, CA：Jossey-Bass。  new window
3.Gibbons, Michael、Limoges, Camille、Nowotny, Helga、Schwartzman, Simon、Scott, Peter、Trow, Martin(1994)。The new production of knowledge: The dynamics of science and research in contemporary societies。London：Sage。  new window
4.Altrichter, Herbert、Posch, Peter、Somekh, Bridget(1993)。Teachers investigate their work: An Introduction to the methods of action research。Routledge。  new window
5.Naumes, William、Naumes, Margaret J.(1999)。The art and craft of case writing。Sage Publications。  new window
6.黃美瑛(1995)。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.陳美玉(20020000)。教師個人知識管理與專業發展。臺北市：學富文化。new window  延伸查詢new window
8.Fish, D.(1995)。Quality mentoring for student teacher: A principled approach to practice。London：David Fulton Publisher Ltd。  new window
9.Gibbs, G.(1988)。Learning by doing: A guide to teaching and learning methods。Oxford：Further Education Unit, Oxford Polytechnic。  new window
10.Mezirow, J.、Associates(1991)。Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning。San Francisco, CA：Jossey-Bass。  new window
11.Rushton, I.、Suter, M.(2012)。Reflective practice for teaching in lifelong learning。Berkshire：McGraw-Hill Education。  new window
12.Sergiovanni, Thomas J.(1995)。The principalship: A reflective practice perspective。Allyn and Bacon。  new window
圖書論文
1.LaBoskey, V. K.(1993)。A conceptual framework for reflection in preservice teacher education。Conceptualizing reflection in teacher development。London：The Falmer Press。  new window
2.Richert, A. E.(1991)。Case methods and teacher education : Using cases to teach teacher education。Issues and Practices in Inquiry-Oriented Teacher Education。The Falmer Press。  new window
3.Shulman, L. S.(1992)。Toward a pedagogy of cases。Case methods in teacher education。Teachers College Press。  new window
4.劉唯玉、高金成、陳添球、吳家瑩、周水珍(2012)。試教案例撰寫應用於教學實習課程提昇師資生反省思考層次之研究。案例教學與師資培育。臺北市：高等教育出版社。  延伸查詢new window
5.Grossman, P. L.(1992)。Teaching and learning with cases: Unanswered questions。Case methods in teacher education。New York, NY：Teachers College Press。  new window
6.Richert, A. E.(1992)。Writing cases: A vehicle for inquiiy into the teaching process。Case method in teacher education。New York, NY：Teachers College Press。  new window
7.Boud, D.、Symes, C.(2000)。Learning for Real: Work-based Education in Universities。Working Knowledge: The New Vocationalism and Higher Education。Buckingham：Open University Press。  new window
 
 
 
 
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