大學生知覺新進教師PCK之個案研究

The Case Study on Students' Perceptions of College Novice Teachers' PCK

張世忠(Syh-Jong Jang) ； 管世應(Shih-Ying Guan) ； 謝幸芬(Hsing-Fen Hsieh)

《數理學科教學知能》 第1冊 (2009/07) Pp. 1-20

https://doi.org/10.6614/pck.2009.1.1

摘要

教師專業成長，是目前大學教學卓越計畫推動的主要項目之一。而學科教學知能(Pedagogical Content Knowledge)，則是用來評估教師專業非常重要的指標。本研究因鑒於國內外PCK相關研究，多以中小學或職前教師爲對象，鮮少關注到大學教師PCK（發展）的改變情形。因此，特採用研究者自編之「大學生課堂回饋問卷」(Jang, Guan, &Hsieh, 2009)，針對校內六位新進教師及其班級分別進行探討與分析，進而促進教師教學反思與精進。本研究主要是採個案研究的方式進行，並使用量化與質化並行的方式進行分析。在量化資料上，係依據問卷之得分以分析大學新進教師在PCK之四個面向（SMK、IRS、IOC及KSU）上的改變情形。在質化資料上，主要透過教師研習講座及個別晤談方式，討論學生針對開放性問題之回饋與教師自身的反思紀錄。研究結果顯示：六位新進教師中共有四位，在期中、期末之得分達到顯著差異，顯示出教師經過問卷的實施與研習講座的參與之後，學科教學知能均能有效地提升。除此之外，亦發現到各個教師在四大面向上表現之優劣，並據此給予教學上之診斷與建議。一般來說，在六位新進教師之中，普遍對IRS與KSU之得分較低，SMK及IOC之得分則較高。因此，本研究建議大學新進教師在進行班級教學前，須考量到學生的先備知識和學習困難，以設計適合之課程內容與評量方式；並針對自身的教學策略持續地進行修正，引發學生學習興趣，進而提升教師教學與學生學習之成效。

關鍵字

教師專業成長 ； 學科教學知識 ； 大學教師知識 ； 大學生的知覺 ； 評量工具

並列摘要

Teachers' professional growth is the main item in ”The Plan of University Excellent Teaching Awards” at present. However, Pedagogical Content Knowledge is a very important indicator for evaluating teachers' profession. However, most of the researches on PCK are related to primary, secondary, or pre-service teachers, researches on college teachers' PCK are deficient. Therefore, ”The Questionnaire of Assessing Students' Perceptions of College Teachers' PCK” (Jang, Guan, & Hsieh, 2009) was adopted to analyze six novice college teachers and their classes individually in order to promote teacher's PCK. Through the case study approach, quantitative and qualitative analysis were adopted. In quantitative data, four categories of PCK questionnaire, included SMK, IRS, IOC and KSU, would be analyzed the degree of transformation. In qualitative data, workshop and individual interviews were arranged to discuss students' feedbacks and teachers' self-reflection records. The results show that there were significant differences in 4 novice college teachers, and it implied that teachers' PCK could improve effectively by implement of questionnaires and participation in workshop. On the other hand, we also found pros and cons of teachers' performance on 4 categories and supported instructional diagnosis and suggestions. Generally speaking, in six novice college teachers, IRS and KSU were worse than SMK and IOC. For this reason, the study proposed college novice teachers should take students' prior knowledge and learning difficulties into account before teaching and design their courses and assessments. In addition, teacher also should regulate their teaching strategies and make students feel interested in order to promote teaching and learning.

並列關鍵字

Teachers' professional growth ； Pedagogical content knowledge ； College teachers' knowledge ； College students' perceptions ； Evaluation instrument