:::

詳目顯示

回上一頁
題名:國小教師在課程領域的專業身份認同研究
作者:周淑卿 引用關係
出版日期:2003
出版項:臺北:師大書苑
ISBN:9574963233
主題關鍵詞:小學教師身份認同
學門:教育學
資料類型:專書
相關次數:
  • 被引用次數被引用次數:期刊(4) 博士論文(7) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:0
  • 點閱點閱:237
期刊論文
1.Ingersoll, R. M.(1994)。Organizational control in secondary schools。Harvard Educational Review,64(2),150-172。  new window
2.劉唯玉(199706)。結業實習教師如何因應衝突情境--個案研究。花蓮師院學報,7,45-76。new window  延伸查詢new window
3.Broadfoot, P.、Osborn, M.(1988)。What professional responsibility means to teachers: National contexts and classroom constants。British Journal of Sociology of Education,9,265-288。  new window
4.Butt, R.、Townsend, D.(1990)。Bringing reform to life: Teachers’ stories and professional development。Cambridge Journal of Education,20(3),255-268。  new window
5.Coldron, J.、Smith, R.(1999)。Active location in teachers’ construction of their professiona lidentities。Journal of Curriculum,31(6),711-726。  new window
6.Cuban. L.(1990)。Four Stories about National Goals for American Education。Phi Delta Kappan,72(4),264-271。  new window
7.Doyle, W.(1979)。Classroom effects。Theory into Practice,18,138-144。  new window
8.Ferris, J. M.(1992)。School-based decision making: A principal-agent perspective。Educational Evaluation and Policy Analysis,14(4),333-346。  new window
9.Helsby, G.(1995)。Teachers’ construction of professionalism in England in the 1990s'。Journal of Education for Teaching,21(3),317-311。  new window
10.Kleinman, S.(1981)。Making professionals into“persons”: Discrepancies in traditional and humanistic expectations of professional identity。Sociology of work and Occupation,8(1),61-87。  new window
11.Larson. S.(1986)。Learning from experience: Teachers’ conceptions of changes in their professional practice。Journal of Curriculum Studies,19(1),35-43。  new window
12.Little, J. W.(1990)。The persistence of privacy: Autonomy and initiative inteachers' professional relations。Teachers College Record,91(4),509-536。  new window
13.McGee, C(1995)。The development of a new National Curriculum in New Zealand。The Educational Forum,60,56-63。  new window
14.McLure, M.(1993)。Arguingyou’re your self: Identity as an organizing in teachers’ jobs and lives。British Educational Research Journal,19(4),311-322。  new window
15.Pearson, L. C.、Hall, B. W.(1993)。Initial construct validation of the teaching autonomy scale。Journal of Educational Research,86(3),172-178。  new window
16.Polkinghorne, D. E.(1991)。Narrative and the self-concept。Journal of narrative and life history,1,135-153。  new window
17.Robertson, S.(1996)。Markets and teacher professionalism: Apolitical economy analysis。Melbourne Studies in Education,37(2),23-39。  new window
18.Seddon, T.(1997)。Education: Deprofessionalised? Or reregulated, reorganized and reauthorized?。Australian Journal of Education,41(3),228-246。  new window
19.Shutes, R. E.(1981)。How to control your curriculum。The American School Board Journal,168(8),21-24。  new window
20.Snyder, E. E.、Spreitzer, E.(1984)。Identity and commitment to the teacher role。Teaching Sociology,11(2),151-166。  new window
21.Troman, G.(1996)。The rise of the new professionals。British Journal of Sociology of Education,17(4),473-487。  new window
22.Tyree, A. K.(1993)。Examing the evidence: Have states reduced local control of curriculum?。Education Evaluation and Policy Analysis,15(1),34-50。  new window
23.郭丁熒(20011200)。「教師角色轉化」模式之建構。國民教育研究集刊. 臺南師院,7,183-252。  延伸查詢new window
24.Greene, Maxine(1971)。Curriculum and consciousness。Teachers College Record,73(2),253-270。  new window
25.Butt, R.、Raymond, D.、Yamagishi, L.(1987)。Autobiographic praxis: Studying the formation of teachers' knowledge。Journal of Cancer Therapy,7(4),87-164。  new window
26.歐用生(1997)。教師即師資培育者。研習資訊,13(6),10-16。  延伸查詢new window
27.歐用生(1994)。教師即研究者。研習資訊,11(4),1-6。  延伸查詢new window
28.陳美如(20020300)。「教師即課程評鑑者」之實踐探究:合作評鑑過程的分析。教育研究集刊,48(1),185-230。new window  延伸查詢new window
29.黃志順(20011200)。邁向教師作為實踐主體的身份認同:「後殖民論述」的反省。國民教育研究集刊,7,311-342。  延伸查詢new window
30.姜添輝(2001)。評論馬克思主義的普羅化論點及在教師專業與階級意識的意義。臺灣教育社會學研究,1(2),33-57。new window  延伸查詢new window
31.Kelchtermans, G.、Vandenberghe, R.(1994)。Teachers' professional development: A biographical perspective。Journal of Curriculum Studies,26(1),45-62。  new window
32.Sachs, Judyth(2001)。Teacher professional identity: Competing discourses, competing outcomes。Journal of Education Policy,16(2),149-161。  new window
33.沈姍姍(19980600)。教育改革趨向與影響因素分析--國際比較觀點。教育資料集刊,23,39-53。new window  延伸查詢new window
34.Eraut, M.(1985)。Knowledge creation and knowledge use in professioal contexts。Studies in Higher Education,10(2),117-132。  new window
35.郭丁熒(20000600)。臺灣小學教師角色知覺差距因應歷程之研究。國民教育研究集刊. 臺南師院,6,45-114。  延伸查詢new window
36.郭丁熒(19950600)。小學教師角色內涵之分析。國民教育研究集刊. 臺南師院,1,181-202。  延伸查詢new window
37.劉春榮(19970600)。師資培育與教師專業承諾研究。教育資料集刊,22,85-95。new window  延伸查詢new window
38.Ball, S. J.、Bowe, R.(1992)。Subject departments and the "implementation" of National Curriculum policy: an overview of the issues。Journal of Curriculum Studies,24(2),97-115。  new window
39.孫志麟(20011200)。師資培育制度變革下職前教師的專業認同。臺灣教育社會學研究,1(2),59-89。new window  延伸查詢new window
40.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
41.Mitchell, A.(1997)。Teacher identity: A key to increased collaboration。Action in Teacher Education,19(3),1-14。  new window
42.Vulliamy, G.、Kimonen, E.、Nevalainen, R.、Webb, R.(1997)。Teacher identity and curriculum change: A Comparative case study analysis of small schools in England and Finland。Comparative Education,33(1),97-115。  new window
43.Rosenholtz, S. J.(1989)。Workplace conditions that affect teacher quality and commitment: Implications for teacher induction programs。The Elementary School Journal,89(4),420-439。  new window
44.鍾任琴(19940600)。教師專業之探討。教師之友,35(3),29-35。  延伸查詢new window
45.邱貴芬(19950400)。是後殖民,不是後現代--再談臺灣身份/認同政治。中外文學,23(11)=275,141-147。new window  延伸查詢new window
46.單文經(20000700)。析論抗拒課程改革的原因及其對策--以國民中小學九年一貫課程為例。教育研究集刊,45,15-34。new window  延伸查詢new window
47.Schwab, Joseph J.(1969)。The practical: A language for curriculum。School Review,78(1),1-23。  new window
48.Veenman, Simon(1984)。Perceived Problems of Beginning Teachers。Review of Educational Research,54(2),143-178。  new window
49.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review,57(1),1-23。  new window
50.Woods, P.、Jeffrey, B.(2002)。The Reconstruction of Primary Teachers' Identities。British Journal of Sociology of Education,23(1),89-106。  new window
51.黃國隆(19860500)。中學教師的組織承諾與專業承諾。國立政治大學學報,53,左55-84。  延伸查詢new window
52.陳美如(20011200)。促發課程改革的永續機制--「教師即課程評鑑者」的理論探究。國立政治大學學報,83,53-90。  延伸查詢new window
53.Doyle, W.(1977)。Learning the classroom environment: An ecological analysis。Journal of Teacher Education,28,51-55。  new window
會議論文
1.周珮儀(2000)。當代教師角色的認同:傳統、現代、後現代的多聲部組曲。第四屆教育社會學論壇。花蓮:花蓮師範學院。177-199。  延伸查詢new window
2.黃志順(2000)。教師身份認同的追尋:一個國小教師/博士生的自傳式研究。第四屆教育社會學論壇。花蓮:花蓮師範學院。545-580。  延伸查詢new window
3.Apple, M.(1999)。Markets, standards, and in equality in education :Can critical pedagogies interrupt Rightist policies?。Forum of Sociology of Education in Taiwan。Chayi。  new window
4.Ozga, J.(1992)。Teacher professionalism。Annual Conference of the British Educational Management and Administration Society。Bristol。  new window
5.Whitty, G.(1999)。Making sense of contemporary education reform: A sociologist’s perspective。Forum of Sociology of Education in Taiwan。Chayi。  new window
6.Woods, P.(1993)。Adaptation and self-determination in English primary schools。Symposium on Teaching, Curriculum and jEducational Research。Dublin:St Patrick’s College。  new window
7.Apple, M.。Curriculum, teaching, and politics of educational reform。Curriculum and Instruction Forum in Taitung。  new window
8.高新建(1998)。學校本位課程發展的立論基礎與理想情境。八十七學年度教育學術研討會,台北市立師範學院主辦 。台北:台北市立師範學院。  延伸查詢new window
9.饒見維(1999)。九年一貫課程與教師專業發展之配套實施策略。九年一貫課程研討會。臺北:中華民國教材研究發展學會。305-323。  延伸查詢new window
學位論文
1.李妙仙(2002)。國小教師課程自主實踐之個案研究:以台北市大方國小兩位教師為例(碩士論文)。國立台北師範學院。  延伸查詢new window
2.吳心怡(2003)。國小教師教科用書使用情形之個案研究(碩士論文)。國立台北師範學院,台北市。  延伸查詢new window
3.陳佑任(2002)。他們的故事:三位國小男性教育人員的生命史研究(碩士論文)。國立新竹師範學院。  延伸查詢new window
4.萬家春(1999)。以認定同體為核心的人格教育研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
5.齊宗豫(2001)。男性身份、自我探索與教育實踐--一位國小準校長的成長之路(碩士論文)。國立新竹師範學院。  延伸查詢new window
6.顏寶月(2002)。國民小學教師對課程自主知覺之研究(碩士論文)。國立台北師範學院。  延伸查詢new window
7.Prillaman, A. R.(1988)。Acquisition of the role identity of teacher(博士論文)。University of North Carolina at Chapel Hill。  new window
8.強淑敏(1999)。我們是同性戀教師(碩士論文)。臺東師範學院。  延伸查詢new window
9.周聖珍(2000)。呼喚祖靈--原住民青年教師之生命追尋(碩士論文)。國立花蓮師範學院。  延伸查詢new window
10.黃裕婧(2002)。學校場域、教師習性與教師對台灣當前課程改革回應之研究(碩士論文)。國立台北師範學院。  延伸查詢new window
11.鄭茱月(2002)。台北市國小女校長生涯發展歷程中重要他人及關鍵事件之研究(碩士論文)。臺北市立師範學院,臺北市。  延伸查詢new window
12.湯瑞雪(2001)。國中教師角色轉變之研究--國家權力與教師專業自主之關係(碩士論文)。國立臺灣師範大學,臺北市。  延伸查詢new window
13.彭筠芝(1999)。國民小學教師課程設計專業內涵之研究(碩士論文)。國立花蓮師範學院,花蓮。  延伸查詢new window
14.高雅雪(2000)。族群認同與生命的交織--四位原住民青年族群認同之生命經驗與民族誌電影(碩士論文)。國立花蓮師範學院。  延伸查詢new window
15.黃意舒(1994)。幼稚園教師教學角色認同及踐行研究(博士論文)。國立政治大學。new window  延伸查詢new window
16.張鍠焜(1999)。傅柯與哈伯瑪斯啟蒙觀點及其教育蘊義(博士論文)。國立臺灣師範大學,臺北。new window  延伸查詢new window
17.鄭世仁(1984)。國民中小學教師角色衝突調查研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
18.黃榮貴(2001)。國民小學組織結構與教師專業承諾之研究(碩士論文)。國立屏東師範學院,屏東市。  延伸查詢new window
19.李冠儀(2000)。國小教師對學校組織氣氛知覺、工作價值觀與專業承諾之相關(碩士論文)。國立花蓮師範學院。  延伸查詢new window
20.李新鄉(1993)。國小教師教育專業承諾及其相關因素之研究(博士論文)。國立政治大學。new window  延伸查詢new window
21.師瓊璐(2000)。橫越生命的長河--三位國小女性教師的生命史研究(碩士論文)。臺東師範學院。  延伸查詢new window
圖書
1.Denzin, Norman K.、Lincoln, Yvonna S.(1998)。Strategies of Qualitative Inquiry。Thousand Oaks:Sage Publications。  new window
2.Antikainen, A.、Houtsonen, J.、Kauppila, J.、Hautelin, H.(1996)。Living in a learning society-Life story, identity and education。London:The Falmer Press。  new window
3.Apple, M.(1982)。Educationandpower。London:R.K.P.。  new window
4.Ball, S. J.(1994)。Education reform-A critical and post-structura lapproach。Buckingham:Open University Press。  new window
5.Britzman, D. P.(1991)。Practice makes practice: A critica lstudy of learning to teach。N. Y.:State University of New York Press。  new window
6.Bullough, R. V.(1989)。First-year teacher: A case study。N. Y.:Columbia University。  new window
7.Connelly, F. M.、Clandinin, D. J.(1999)。Shaping a professiona lidentity-Stories of educational practice。New York:Teachers College Press。  new window
8.Dearing, R.(1994)。The Nationa lCurriculum and its assessment: Fina lReport。London:HMSO。  new window
9.Furlong, J.、Barton, L.、Miles, S.、Whitty, G.(2000)。Teacher education in transition。Buckingham:Open University Press。  new window
10.Goodson, I. F.(1995)。The making of curriculum: Collected essays。The Falmer Press。  new window
11.Hargreaves, D.(1972)。Impersonal relations and education。London:Routledge。  new window
12.House, E. R.(1998)。Schools for sale。N. Y.:Teachers College Press。  new window
13.Kerby, A.(1991)。Narrative and theself。Bloomington:Indiana University Press。  new window
14.Klein, M. F.(1991)。The politics of curriculum decision-making- Issues in centralizing thecurriculum。State University of New York Press。  new window
15.Lieberman, M.(1956)。Education as aprofession。N. J.:Prentice-Hall, Inc.。  new window
16.Lincoln, Y. S.、Guba, E. G.(1990)。Natualistic inquiry。Beverly Hills:Sage。  new window
17.Livingstone, D. W.(1987)。Critical pedagogy and cultural power。South Hadley, M. A.:Bergin & Garvey。  new window
18.Mead, George H.(1934)。Mind, self & society: from the standpoint of a social behaviorist。Chicago:The University of Chicago Press。  new window
19.Reid ,W. A.(1992)。The pursuit of carriculum-Schooling and the public interest。Norwood, New Jersey:Ablex。  new window
20.Rosenholtz, S.(1988)。Teachers’ workplace: The social organization of schools。New York:Longman。  new window
21.Weber, S.、Mitchell, C.(1995)。That's funny, you don't look like a teacher。London:The Falmer Press。  new window
22.Woods, B. J.、Troman, G.、Boyle, M.(1997)。Restructuring schools, reconstructing teachers-Responding to change in the primary school。Buckingham:Open University Press。  new window
23.台北縣政府教育局(2001)。台北市國民中小學九年一貫課程推動工作計畫。  延伸查詢new window
24.Mills, S.(1997)。Discourse。London。  new window
25.Grundy, S.(1987)。Curriculum: Product on Praxis。London:The Falmen Press。  new window
26.DES(1983)。Teaching quality。London:HMSO。  new window
27.Strauss, Anselam、Corbin, Juliet、吳芝儀(2001)。扎根理論研究方法。嘉義:濤石。  延伸查詢new window
28.Erikson, E. H.(1993)。Identity: Youth and Crisis。New York:W. W. Norton & Company。  new window
29.Department of Education and Science(1989)。National curriculum: From policy to practice。London:HMSO。  new window
30.Lipsky, M.(1980)。Street-Level Bureaucracy。New York:Russell Sage Foundation。  new window
31.Bogdan, Robert C.、Biklen, Sari Knopp、李奉儒、高淑清、鄭瑞隆、林麗菊、吳芝儀、洪志成、蔡清田、黃光雄(2001)。質性教育研究--理論與方法。嘉義:濤石文化。  延伸查詢new window
32.Pinar, William F.、Reynolds, William M.、Slattery, Patrick、Taubman, Peter M.(1995)。Understanding curriculum。Peter Lang。  new window
33.McCulloch, G.、Helsby, G.、Knight, P.(2000)。The politics of professionalism: Teachers and the curriculum。Continuum。  new window
34.Goodson, I.、Walker, R.(1991)。Biography, identity, and schooling: Episodes in educational research。London:The Falmer Press。  new window
35.Lawton, D.(1992)。Education and politics in the 1990s: Conflict or consensus。London:The Falmer Press。  new window
36.Reynolds, W. M.(1989)。Reading curriculum theory--The development of a new hermeneutic。New York:Peter Lane。  new window
37.Ball, S. J.、Goodson, I.(1985)。Teachers' lives and careers。Philadelphia:London:The Falmer Press。  new window
38.Jackson, P. W.(1968)。Life in classrooms。New York:Teachers College Press:Holt, Rinehart & Winston。  new window
39.教育部國民小學課程標準編輯審查小組(1993)。國民小學課程標準。臺北市:台捷國際文化實業股份有限公司:教育部。  延伸查詢new window
40.Young, Michael F. D.(1998)。The Curriculum of the Future: From the "New Sociology of Education" to a Critical Theory of Learning。London:Falmer。  new window
41.Giroux, H. A.(1988)。Teachers as intellectual: Toward a critical pedagogy of learning。Westport, CT:Bergin & Garvery。  new window
42.Nias, J.(1989)。Primary Teachers Talking: A study of teaching as work。London:Routledge and Kegan Paul。  new window
43.Connelly, F. Michael、Clandinin, D. Jean(1998)。Teachers as curriculum planners: Narratives of experience。New York, NY:Columbia University, Teachers College Press。  new window
44.黃瑞琴(1991)。質的教育研究方法。臺北巿:五南。  延伸查詢new window
45.Powell, M.、Solity, J.(1990)。Teachers in control--Cracking the code。London:Routledge。  new window
46.張嘉育(1999)。學校本位課程發展。臺北市:師大書苑。  延伸查詢new window
47.歐用生(2001)。課程改革。臺北:師大書苑。  延伸查詢new window
48.Lacey, C.(1977)。The socialization of teachers。London:Methuen and Co. Ltd.。  new window
49.Potter. J.、Wetherell, M.(1987)。Discourse and social psychology。London:SAGE。  new window
50.Hoyle, E.、John, P. D.(1995)。Professional knowledge and professional practice。Cassell。  new window
51.Reid, W. A.(1999)。Curriculum as institution and practice: Essays in the deliberative tradition。Lawrence Erlbaum Associates。  new window
52.Marsh, Colin J.、Day, Christopher、Hannay, Lynne、McCutcheon, Gail(1990)。Reconceptualizing school-based curriculum development。The Falmer Press。  new window
53.王秋絨(1987)。教師專業社會化理論在教育習設計上的蘊義。臺北:師大書苑。  延伸查詢new window
54.Ritchie, J. S.、Wilson, D. E.(2000)。Teacher narrative as critical inquiry: Rewriting the script。NY:Teachers college press。  new window
55.黃政傑(1989)。課程改革。台北:漢文書店。  延伸查詢new window
56.Lawton, D.(1980)。The politics of the school curriculum。London:Routledge & Kegan Paul。  new window
57.高敬文(1996)。質化研究方法論。臺北:師大書苑。  延伸查詢new window
58.陳奎熹(1990)。教育社會學研究。臺北市:師大書苑。  延伸查詢new window
59.教育部(2000)。國民教育階段九年一貫課程暫行綱要。臺北市:教育部。  延伸查詢new window
60.Lortie, Dan C.(1975)。School Teacher: A Sociological Study。University of Chicago Press。  new window
61.饒見維(1996)。教師專業發展--理論與實務。臺北市:五南圖書出版股份有限公司。  延伸查詢new window
62.陳向明(2000)。質的研究方法與社會科學研究。教育科學出版社。  延伸查詢new window
63.孟樊(20010000)。後現代的認同政治。臺北:揚智文化。new window  延伸查詢new window
64.郭為藩(1972)。自我心理學。台南:開山書局。new window  延伸查詢new window
65.Erikson, Erik Homburger(1963)。Childhood and Society。W. W. Norton Publishing Co.。  new window
66.江宜樺(19980000)。自由主義、民族主義與國家認同。臺北:揚智文化。new window  延伸查詢new window
67.陳奎憙(2001)。教育社會學導論。師大書苑。  延伸查詢new window
68.Heck, Shirley F.、Williams, C. Ray、桂冠前瞻教育叢書編輯組(1999)。教師角色。臺北:桂冠。  延伸查詢new window
69.Bourdieu, Pierre、Wacquant, Loïc J. D.(1992)。An invitation to reflexive sociology。Polity Press。  new window
70.Tyler, Ralph Winfred(1949)。Basic Principles of Curriculum and Instruction。University of Chicago Press。  new window
71.胡幼慧、姚美華(1996)。質性研究:理論、方法及本土女性研究實例。巨流。  延伸查詢new window
72.Stenhouse, Lawrence(1975)。An Introduction to Curriculum Research and Development。Heinemann Educational Books。  new window
73.Edgar, Andrew、Sedgwick, Peter(1999)。Key Concepts in Cultural Theory。London:Routledge。  new window
其他
1.Burden, P. R.(1981)。Teachers' perceptions of their personal and professional development(ED210258)。  new window
圖書論文
1.王受榮(1993)。教育研究中研究道德之探究。教育學方法論。臺北市:五南。  延伸查詢new window
2.余德慧(1996)。文化心理學的詮釋之道。本土心理學研究--文化心理學的探索。臺北:桂冠。  延伸查詢new window
3.沈姍姍(1998)。教育專業。現代教育社會學。臺北:師大書苑。  延伸查詢new window
4.汪履維(1997)。在師資養成中應用「案例法」與「自傳法」的經驗。當代師資培育的發展與趨勢。臺北:漢文。  延伸查詢new window
5.林生傳(1997)。多元化師資培育下的教學。當代師資培育的課程教材教法。臺北:漢文。  延伸查詢new window
6.姜添輝(1999)。轉向中央集權模式的英國教育改革:1860年代至1990年代初期。教育研究與政策之國際比較。臺北:揚智。  延伸查詢new window
7.范信賢(2000)。教師身分認同與課程改革:後殖民論述的探討。九年一貫課程的教與學。臺北:教育部台灣省國民學校教師研習會。  延伸查詢new window
8.高強華(1996)。論教師社會化與師資培育。師資培育問題研究。臺北:師大書苑。new window  延伸查詢new window
9.單文經(1990)。教師專業知能的性質初探。師範教育政策與問題。臺北:師大書苑。  延伸查詢new window
10.Ben-Peretz, M.(1984)。Curriculum theory and practice in teacher education programs。Advances in Teacher Education1。  new window
11.Best, R.(1996)。Role clarity。The needs of teachers。London:Cassell。  new window
12.Borko, H.、Putnam, R. T.(1995)。Expanding a teacher’s know ledge base: A cognitive psychological perspective on professional development。Professional development in education—New paradigms and practices。New York:Teachers College Press。  new window
13.Clune, W. H.(1990)。Three views of curriculum policy in the school context: The school as policy mediator, poli cycritic, and policy constructor。The contexts of teaching in secondary schools-Teachers 'realities。N. Y.:Teachers College Press。  new window
14.Cooper, K.、Olson, M. R.(1996)。The multiple “I’s” of teacher identity。Changing research and practice: Teachers' professionalism identities and knowledge。Philadelphia:The Falmer Press。  new window
15.Easthope, G.(1980)。Curricula are social process。Schooling, ideology and the curriculum。London:The Falmer Press。  new window
16.Fullan, M.、Hargreaves. A.(1994)。The teacher as a person。Teaching and learning in the primary school。London:Routledge。  new window
17.Goodson, I.(2000)。Professional knowledge and the teacher’s life and work。The life and work o fteachers-International perspectives in chang ing times。London:The Falmer Press。  new window
18.Hall, S.(2000)。Who needs ‘identity’?。Identity: Areader。London:SAGE。  new window
19.Hargreaves, D.(1999)。Helping practitioners explore their school‘s culture。Schoo lculture。London:Paul Chapman Publishing Ltd.。  new window
20.Lichtenstein, G.、McLaughlin, M. W.、Knudsen, J.(1992)。Teacher empowerment and professional know ledge。The changing contexts of teaching。Chicago:University of Chicago Press。  new window
21.McCall, M. M.、Wittner, J.(1988)。The good news about lifehistory。Symbolic interaction and cultura lstudies。Chicago:The University of Chicago Press。  new window
22.McCulloch, G.(1997)。Teachers and the National Curriculum in England and Wales: Socio-historical frameworks。Teachers and the National Curriculum。London:Cassell。  new window
23.McCutchon, G.(1988)。Curriculum and the work of teacher。The curriculum。Albany:SUNY Press。  new window
24.Nias, J.(1989)。Teahcing and the self。Perspectives on teachers' professional development。London:The Faimer Press。  new window
25.Nias, J.。Primary teaching as a culture of care。School culture。London:Paul Chapman Publishing Ltd.。  new window
26.Parsons, T.(1968)。The position of identity in the general theory of action。The self in the social interaction。New York:Wiley。  new window
27.Reynolds, C.(1996)。Cultural scripts for teachers: Identities and their relation to workplace landscapes。Changing research and practice: Teachers’ professionalism identities and knowledge。Philadelphia:The Falmer Press。  new window
28.Robertson, S.(1996)。Teachers’ work, restructuring and postfordism: Constructing the new “professionalism”。Teachers' professional lives。London:The Falmer Press。  new window
29.Scheffler, I.(1958)。Justifying curriculum decisions。Curriculum and evaluation。Berkeley:Mr. Cutchan Publishing Corporation。  new window
30.Schwab, J. J.(1962)。The teaching of science asenquiry。The teaching of science。Cambridge, MA:Harvard University Press。  new window
31.Shulman, L.(1994)。Those who understand knowledge growth in teaching。Teaching and learning in the primary school。London:Routledge。  new window
32.Skilbeck, M.(1989)。A changing social and educational context。Policies for the curriculum。London:Hodder and Stoughton。  new window
33.Tom, A. R.(1995)。Stirring the embers-Reconsidering the structure of teacher education programs。Changing times in teacher education-Restructuring or reconceptualization?。London:The Falmer Press。  new window
34.Tom, A. R.、Valli, L.(1990)。Professional knowledge for teachers。Handbook of research on teachereducation—Aproject of the Association of Teacher Educators。New York:Macmillan。  new window
35.Weber, S.、Mitchell, C.(1999)。Teacher identity in popular culture。Schoolculture。London:Paul Chapman Publishing Ltd.。  new window
36.Woodward, A.、Elliott, D. L.(1990)。Textbooks use and teacher professionalism。Textbooks and schooling in the United States。Chicago:The NSSE。  new window
37.Blasi, A.(1988)。Identity and the development of the self。Self, ego and identity-Integrative approaches。NewYork:Springer-Verlag。  new window
38.張芬芬(1997)。師資培育中的潛在課程探討。當代師資培育的課程教材教法。臺北:漢文。  延伸查詢new window
39.Hall, Stuart(1996)。The questions of cultural identity。Modernity--An introduction to modern societies。Malden, Massachusetts:Blackwell。  new window
40.楊深坑(1997)。當代師資培育理論的發展。當代師資培育的發展與趨勢。臺北:漢文書店。new window  延伸查詢new window
41.Eraut, M.(1995)。Developing professional knowledge within a client-centered orientation。Professional development in education: New paradigms and practices。New York:Teachers College Press。  new window
42.Weber, S.、Mitchell, C.(1996)。Using drawing to interrogate professional identity and the popular culture of teaching。Teachers' professional lives。London:The Falmer Press。  new window
43.Muller, J.、Taylor, N.(2000)。The first and last interpreters。Reclaiming knowledge-Social theory, curriculum and educational policy。London:Routledge Faimer。  new window
44.Darling-Hammond, L.(1988)。Policy and professionalism。Building a professional culture in schools。New York:Teachers College Press。  new window
45.姜添輝(1998)。互動論觀點的教師專業。教師專業成長:理想與實際。臺北:師大書苑。new window  延伸查詢new window
46.Erickson, K. R.、Shultz, J.(1992)。Students' experience of the curriculum。Handbook of research on curriculum: A project of the American Educational Research Association。New York:Macmillan。  new window
47.Pinar, W. F.(1975)。Currere: Toward reconceptualization。Curriculum theorizing: The reconceptualists。Berkeley, CA:McCutchan。  new window
48.高強華(1992)。教師社會化研究及其在師資培育上的意義。教育專業。臺北:師大書苑。  延伸查詢new window
49.Snyder, J.、Bolin, F.、Zumwalt, K.(1992)。Curriculum implementation。Handbook of research on curriculum。Simon & Schuster Macmillan。  new window
50.Carter, K.(1990)。Teachers' knowledge and learning to teach。Handbook of research on teacher education。New York:Macmillan。  new window
51.Calderhead, J.(1994)。Teaching as a professional activity。Teaching and learning in theprimary school。London:Routledge。  new window
52.Clandinin, D. Jean、Connelly, F. Michael(1992)。Teacher as curriculum maker。Handbook of research on curriculum。New York:Macmillan。  new window
53.蔡清田(1992)。從課程革新的觀點論教師的專業角色。教育專業。台北:師大書苑。  延伸查詢new window
54.歐用生(1989)。課程的工學模式及其批判。課程與教學:概念、理論與實際。臺北:文景。  延伸查詢new window
55.Apple, M.(1988)。Controlling the Work of Teachers。Teachers & Texts - A Political Economy of Class and Gender Relations in Education。New York, NY:Routledge。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE