教師知識的不同詮釋與研究方法

Differences in Interpretations of Teachers' Knowledge and in Research Methods

簡紅珠(Hong-Chu Chien)

《課程與教學》 5卷3期 (2002/07) Pp. 1-15+125

https://doi.org/10.6384/CIQ.200207.0001

摘要

本文的主要目的是從Festermacher所提之正式知識與實務知識的角度，剖析過程－結果研究；Elbaz、Clandinin和Connel1y、Schon等人；Shulman等人；以及Cochran-Smith和Lytle這些研究者所做的教師知識的實徵研究中，對教師知識所做的外顯明確或內隱不明的詮釋，及其所採用的研究途徑與方法。

關鍵字

教師知識 ； 教師知識研究 ； 研究方法

並列摘要

The purpose of this article is to analysize from the stance of formal knowledge and practical knowledge proposed by Fenstermacher the explicit or implicit interpretation of the concept of teachers' knowledge made by the researchers of teachers' knowledge empirical research programs as well as research approaches and methods employed by those programs.

並列關鍵字

teachers' knowledge ； research on teachers' knowledge ； research methods

參考文獻

Apple, M. W.(1986).Teachers and texts: A political economy of class and gender relations in education.New York:Routledge and Kegan Paul.

Ayer, A.(1956).The problem of knowledge.Harmondsworth, Middlesex, England:Penguin Books.

Bruner, J.(1985).Learning and Teaching the Ways of Knowing: Eighty-fourth Yearbook of the National Society for the Study of Education.Chicago:University of Chicago Press.

Calderhead, J.(1996).Handbook of Educational Psychology.New York:Macmillan.

Carter, K.(1990).Handbook of research on teacher education.New York:Macmillan.