問題本位實務社群在師資職前教育課程之應用與成效

Implementation and Effects of Problem-based Communities of Practice: A Case of Pre-service Teacher Curriculum

王為國(Wei-Kuo Wang)

《臺中教育大學學報：教育類》 30卷1期 (2016/06) Pp. 27-51

摘要

本研究之研究目的為：探討如何型塑及運作師資生問題本位實務社群、問題本位實務社群的實施困難，以及問題本位實務社群中師資生的學習成效，研究對象為在某大學修習「幼稚園課程設計」之師資生，共72名。本研究之資料蒐集方法包括訪談、觀察及文件資料蒐集等。經過資料分析，本研究獲得以下幾項結論：一、社群型塑與運作歷程，展現步步為營務實取向精神；二、社群運作過程，出現理想與現實的落差；三、社群中師資生展現理解與正向學習成效。根據結論，本研究並提出以下建議：一、教師心態之調整；二、持續要求學生課前預習工作；三、鼓勵周邊參與的師資生投入；四、鼓勵師資生向優秀的幼兒園教師請教。

關鍵字

師資生 ； 師資培育 ； 問題本位實務社群

並列摘要

The goals of this study were to understand the methods of constructing and implementing problem-based communities of practice for pre-service teachers and to explore the difficulties and learning effects of participating pre-service teachers. The participants were 72 pre-service teachers who enrolled in a course called Curriculum Design for Young Children. Data were collected through interviews, observation, and document analysis. The conclusions of this study were as follows: First, the constructing and implementing of problem-based communities of practice showed the spirit of consolidating at every step and pragmatic orientation. Second, the process of implementing the problem-based communities of practice revealed a gap between the ideal and reality. Third, pre-service teachers showed understanding and positive learning effects. Some suggestions for future research were offered. First, it is necessary to adjust teachers’ attitudes. Second, pre-service students should be previewed. Third, the peripherally participating pre-service teachers should be encouraged to engage. Fourth, pre-service teachers should be encouraged to learn from outstanding kindergarten teachers.

並列關鍵字

Pre-service Teacher ； Teacher Education ； Problem-based Communities of Practice

參考文獻

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