同儕教練下初任資優班獨立研究教師的情緒勞務與學科教學知識的展現

The Representation Of Emotional Labor And Pedagogical Content Knowledge In Peer Coaching The Novice Teachers Teaching Independent Study For The Gifted

廖淑惠(Liao,Shuhui)

指導教授 ： 洪志成

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2012年)

摘要

教師的情緒與學科教學知識影響教學效能，同儕教練會影響教師的學科教學知識。本研究旨在探討國中初任資優班獨立研究教師，在同儕教練模式下情緒勞務與學科教學知識的展現。五位初次任教獨立研究教師參與本研究。資料蒐集歷時十二個月，採取觀課錄影、訪談與會議資料文件分析等方式。依據上述研究目的與方法，獲得以下之結論：
一、個案教師在同儕教練協作下，獨立研究初任教階段之情緒勞務依互動對象分為學生、同事與行政等三類型，結果如下：
1.學生互動：老師呈現妥協因應∕壓抑求全、威脅恫嚇∕誇大稱讚、輕鬆自在∕聲色俱厲的矛盾情緒、掩飾缺乏自信∕刻意豁達四類型情緒勞務。
2.同事互動：老師呈現縮小自己∕漠視窘困、刻意誇獎、自我調整、委曲求全∕陪笑臉道歉四類型情緒勞務。
3.行政互動：老師呈現委婉抗衡、隱忍∕順應、焦慮內疚、壓抑無奈∕戒慎恐懼四類型情緒勞務。
二、生物專題個案教師在同儕教練協作下，學科教學法知識的改變歷程分為三階段：原有專題概念強化與修正的學科知識、接受新刺激產生新理解與運用的教學知識、新理念的教學遷移。
三、生物專題個案教師在同儕教練協作下，學科教學知識改變結果如下：
1.課程設計以教師普通班講述為主的教學經驗，轉換成以學生需求的個別化教學。依學生興趣引導研究成為知識的聚焦和產出者。
2.從紙筆測驗分數高低中了解學生知識轉變由學生研究日誌、學習情況、學習習性和專長。
3.注意學生生活經驗，教學表徵轉變以學生的生活經驗為中心。
四、生物專題個案教師在同儕教練協作下，教學策略的具體改變如下：
1.引導教學法從生疏到熟練，活用提問、反問與設問，延長思考時間引導學生內化知識，並會以語調激勵學生學習。
2.批閱研究日誌掌握學習成效與困惑，配合學生需求改變教學設計，並以日誌資料完成研究報告。
3.教師由大量知識給予者，轉變成提點學生重點、糾正觀念、討論諮詢、提供研究資源的學習協助者。
4.教學從具體到抽象，先閱讀優秀的學生作品、研究設計、研究進行、報告書寫、上台報告。

關鍵字

同儕教練 ； 獨立研究 ； 情緒勞務 ； 學科教學知識

並列摘要

Teachers’ emotion and pedagogical content knowledge influence teaching efficiency, and peer coaching affects teachers' pedagogical content knowledge. This study aimed to explore the representation of emotional labor and pedagogical content knowledge on peer coaching the novice teachers teaching independent study for the gifted. Five teachers, who teach independent study for the first time, participated in this study. The data included the recording of class observation, the interviews and the analysis of conference documents, and the collection lasted twelve months. Based on the research objectives and methods above, the conclusions are as follows:
1. There are three types of emotional labor in peer coaching for the novice teachers in accordance with the interactive objects: the students, colleague teachers, and the administrative personnel. The results are as follows:
(1) The interaction with the students: four results are represented by the teachers - compromising / suppressive, threatening / exaggerated, easy and relaxed / fierce both in look and voice, concealing being lack of confidence / deliberately open-minded.
(2) The interaction with colleague teachers: four results are represented by the teachers – to shrink oneself / to ignore the embarrassment, to deliberately praise, to adjust oneself, to make compromises / to apologize with a smile.
(3) The interaction with the administrative personnel: four results are represented by the teachers –to contend tactfully, to tolerate/ to conform, to feel anxious and guilty, to feel helpless and depressive / to be careful and scared.
2.The changing process of PCK for the teachers teaching biological class study in peer coaching is divided into three stages: (1)the strengthening of the original concept and the revise of content knowledge, (2) to accept a new stimulus to cause new understanding and application of knowledge in teaching,(3)the new concept of teaching transfer.
3. The results of PCK changing for the teachers teaching biological class study in peer coaching are as follows:
(1) In curriculum design, teachers’ lecture in regular classes converted into teaching for individual student’s needs. According to students' interests, guide them to research and to be a producer of knowledge.
(2) The teachers realized the changes of students' knowledge through the results of the written test, but now they comprehend it through students’ research logs, learning, learning habits and their specialties.
(3) The teachers pay attention to students' life experiences, and the teaching is centered on students' life experiences.
4. The specific changes of teaching strategies for the teachers teaching biological class study in peer coaching are as follows:
(1) The teachers guided students with various questions to extend the time for thinking and helped them to internalize knowledge. Besides, the teachers motivated students to learn with different tones.
(2) The teachers scrutinized the research log to know the students’ learning outcomes and confusion, and changed the instructional design for the students’ needs, and completed the study with the log data.
(3) The teachers were knowledge givers, but now they are learning facilitators for reminding students, correcting concepts, consulting with, and providing resources.
(4) From concrete to abstract, teaching strategies are to read the work of excellent students first, to design the research, to do the research, to do the report writing, and to do the presentations.

並列關鍵字

peer coaching ； independent study ； emotional labor ； pedagogical content knowledge

參考文獻

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