教師改變教學之困難－從教師學習的角度探討

Investigating the Difficulty of Changing Teaching Practice-A Teacher Learning Perspective

周鳳美(Phone-Mei Chou)

《課程與教學》 4卷4期 (2001/10) Pp. 129-141+172

https://doi.org/10.6384/CIQ.200110.0129

摘要

本文根據美國學者有關教師學習的教育文獻為主，以教師學習（teacher learning）的角度出發，探究教師改變教學的困難所在。本文論述認為職前教師在進入師資培育課程之前，已經有12年教室裡的學徒式的觀察（apprenticeship of observation），從中，上一代教師傳統式的教學根植於腦海中。在往後一連串的學習歷程中，如果沒有適當的幫助，傳統式教學在教師一生教學生涯中難以改變。本文就職前教師在大學專門學科的學習、教育實習、學校教師文化、與資深教師學習革新式教學，幾個主要議題為討論重點，文末，提供一個美國小學教師成功學習革新式教學的案例。教育學者指出，應用情境學習（situated learning）與概念改變理論（conceptual change theory）能有效引導資深教師學習革新式教學。

並列摘要

The purpose of this article is to explain why teachers have difficulty changing conventional teaching practices in the classroom. The author argues that if the learning opportunity taking place in the teacher education program in university, student teaching in school, and on-job learning does not effectively offset the previous negative influence from apprenticeship of observation, teachers will have difficulty changing their teaching practice.Organized by chronology of becoming a teacher, several topics are broached in the article, including apprenticeship of observation, the subject matter learning in liberal and arts departments, student teaching, and experienced teacher's on-job learning. At the end of this paper, a case study describing an elementary teacher's successful experience of teaching to teach is provided. Researchers suggested that situated learning and conceptual change theory can be applied to the real world of learning to teach.

並列關鍵字

teacher learning ； apprenticeship of observation ； student teaching ； mentoring ； case study

參考文獻

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Ball, D. L.,McDiarmid, G. W.(1990).Handbook of research on teacher education.

Ball, D. L.,Rundquist, S. S.(1993).Teaching for understanding.San Francisco:Jossey-Bass.

Cuban, L.(1993).How teachers taught: constancy and change in American classroom: 1890-1990.NY:Teacher college Press.

Feiman-Nemser, S.,Buchmann, M.(1987).When is student teaching teacher education?.Teaching and Teacher Education.3(4),255-273.