影響實習教師信念與教學認知之方法

Techniques that Influence Student Teachers’ Belief and Teaching Identity

陳筱筠(Xiao-Yun Chen)

指導教授 ： 廖恩崇

中原大學/人文與教育學院/應用外國語文研究所/碩士(2016年)

https://doi.org/10.6840/cycu201600744

摘要

由於教師認同近年來已由不同方式定義呈現，因此，許多教師培育研究多指出成為一位教師的自我認同發展，對於教學習得以及教師成長扮演著不可或缺的角色。Wenger 於1998年提出「The Formation of Communities of Practice」來探究某些因素例如：「教室學習經驗」、「實習同儕合作」、「實習導師建議」、「教學實習反思」是否會影響準教師的教師信仰與教師認同的形成與改變。此外，Trent於2012年提出的三大歸屬感模式利用於本研究中，為了探討學習與教師認同以及實務社群之間的關係。
本研究從實習教師的實習過程中發現「實習同儕合作」、「實習同儕討論」、「教學實習」皆為準教師的教師信仰與教師認同的正向形成與改變的重要元素。

關鍵字

教育實習 ； 實務社群 ； 教師發展 ； 教師認同 ； 教師信念

並列摘要

While teacher identity has been conceptualized in different ways, research in teacher education has shown that the development of self-understanding about being a teacher is critical to learning how to teach and can be shaped in multiple ways. By adopting Etienne Wenger (1998) argument that the formation of communities of practice, investigated how the factors, such as classroom experience, pair work, suggestions from homeroom teachers, practicum and the reflection discussions affect the changes and formation of teacher belief and identity. Moreover, to understand learning in relation to identity formation and communities of practice, three modes of belonging should be considered. The finding of the study revealed that the clear evidence emerged through many of student teachers the study received is that pair work, peer discussion and teaching practicum necessary to implement positive change and formation in teacher beliefs and identity.
Keywords: teaching practicum; communities of practice; teacher development; teacher identity; teacher belief

並列關鍵字

teaching practicum ； communities of practice ； teacher development ； teacher identity ； teacher belief

參考文獻

Alexander, P. A., Murphy, P. K., Guan, J., & Murphy, P. A. (1998). How students

and teachers in Singapore and the United States conceptualize knowledge and beliefs: Positioning learning within epistemological frameworks. Learning and Instruction, 8, 97–116.

Alvidrez, J., & Weinstein, R. S. (1999). Early teacher perceptions and later student

Bailey, K. M. (1996). The best laid plans: Teachers’ in-class decisions to depart from

classroom: Qualitative research in second language education, (pp. 15-40).