A Review of Preservice Teachers' Learning and Beliefs

職前教師的學習與信念之文獻分析

江美姿(Mei-Tzu Chiang)

《慈濟大學人文社會科學學刊》 14期 (2012/12) Pp. 1-26

https://doi.org/10.29650/TCUJHSS.201212.0001

摘要

職前教師的信念對於教師未來的教學、課程規劃、以及授課方式等影響重大，甚至於對於學生的學習都有很顯著的影響。因此，本研究目的即是針對職前教師之學習和其信念作一文獻之統整與分析。本文獻分析分為三個部分。第一部分，我們區別信念和信念體系以及和知識的不同。第二部分介紹了關於信念的可變性以及促進信念變化的原因，並提供促進信念改變的建議。三是提出了有關學習者的特點，文本和背景等因素，以提高教師對他們信念的意識。研究文獻顯示，職前教師之信念很難改變，雖說並非不可能。教師信念改變的一個重要觀念是，在其過程中讓職前教師隱性的信念變成顯性；從而培養職前教師反思的習慣去了解他們的學習過程和信念發展的相關性，給予他們機會去質疑其信念之確切性，並讓他們可以自主掌控其專業成長。

關鍵字

職前教師 ； 教師學習 ； 教師信念 ； 教學信念

並列摘要

Preservice teachers' beliefs have a significant influence on how teachers eventually teach, and therefore, how well children learn. The aim of this research is to review studies that related preservice teachers' learning and their beliefs about learning. This literature review is divided into three sections. In the first section, beliefs are distinguished from belief systems and from knowledge. The second section describes the changeability of beliefs and offers suggestions from the literature about promoting beliefs change. Third is presented the factors that related to characteristics of learners, texts, and contexts to enhance teachers' awareness of their beliefs.

並列關鍵字

perservice teachers ； teachers' learning ； teachers' beliefs ； beliefs about learning

參考文獻

Dewey, J. (1933). How we think: A restatement of the relations of reflective thinking to the educative process (2nd revised edition). Boston: D. C. Heath.

Agee, J.(1998).Negotiating different conceptions about reading and teaching literature in a preservice literature class.Research in the Teaching of English.33,85-124.

Alexander, P. A.(Ed.),Winne, P. H.(Ed.)(2006).Handbook of Educational Psychology.New Jersey:Lawrence Erlbaum Associates.

Alexander, P. A.(Ed.),Winne, P. H.(Ed.)(2006).Handbook of Educational Psychology.New Jersey:Lawrence Erlbaum Associates.

Alexander, P. A.,Murphy, P. K.(1999).Leaner profiles: Valuing individual differences within classroom communities.Learning and individual differences: Processes, traits, and content determinants.(Learning and individual differences: Processes, traits, and content determinants).: