Title

合作省思專業成長模式對國小教師的教學知識與信念以及社群關係之影響

Translated Titles

The Influence of Cooperative-Reflective Professional Growth Model on Teachers' Teaching Knowledge, Beliefs and Teaching-Related Community Relationships: A Case Study of an Elementary School in Taipei

DOI

10.6251/BEP.20020625

Authors

何緼琪(Yun-Chi Ho);張景媛(Ching-Yuan Chang)

Key Words

合作省思專業成長模式 ; 社群關係 ; 國小教師 ; 教學知識與信念 ; cooperative-reflective professional growth model ; community relationship ; elementary school teacher ; teaching knowledge and beliefs

PublicationName

教育心理學報

Volume or Term/Year and Month of Publication

34卷2期(2003 / 04 / 01)

Page #

157 - 178

Content Language

繁體中文

Chinese Abstract

本研究是以社會建構論爲基礎,結合行動研究與反省性教學歷程設計「合作省思專業成長模式」,協助教師在建構統整教學的歷程中,透過教師個人的教學知識與信念的省思辯證,獲致教師的專業成長。本研究所設計的專業成長模式包括「計畫」、「執行」、「修正」、「評鑑」以及「省思」等五個步驟,每個步驟並設計相關的專業成長活動,如閱讀課程設計文章、撰寫省思札記、同儕教練、與專家對話、整理教學成長檔等。研究的參與者是台北市四名國小二年級女教師,經過二學期每週固定的討論與觀察,本研究透過參與者的教學研究會議記錄、教學活動設計、教學省思札記、以及個別訪談等質化資料,分析教師在教學知識與信念、以及與教學有關的社群關係等方面的改變,以了解教師的專業成長。結果發現教師在「教學知識與信念」方面的成長包括:l、對學生的管理較彈性,依據教學行爲去反省教學方式與效果。2、結合學生的生活經驗進行教學,並注重形成性與真實性評量。3、認知到學生是知識的主動建構者,了解個人的教學理論以協助學生有效學習。4、理解統整教學的目的,協助學生發展高層思考。5、以教學概念圖去發展課程,設計多元化的教材,提昇學生的學習效果。教師在「社群關係」方面的成長包括發展出合作教學的能力、以及善用家長與社會資源協助教學。

English Abstract

Based on the theories of social construction, action research and ref1ccti c teaching the authors developed a cooperative-reflective professional growth (CRPG) model in order to promote the professional growth among four second-grade female teachers of an elementary school in Taipei. The CRPG model is composed of the circular stages. planning, action, revision, evaluation and reflection. Within each stage various types of activities had been designed. Reading curriculum design papers, writing reflective journal, peer coaching, discussions with experts, and collecting teaching portfolio are among the most essential. Based on the above materials collected from the weekly meetings with the participating teachers during to consecutive semesters in 1999, this paper explored ho the CRPG model affects the growth of teachers in terms of their teaching kno1cdge and beliefs, and teaching-related community relationships. It has been found that: (1) participating teachers become more flexible in classroom management and tend to reshape their instruction methods according to their teaching experiences. (2) student's daily living experiences become the priority concern n the integrated curriculum, and the formative and authentic assessment of teaching are more emphasized, (3) the participants acknowledged that the students are active constructors of knowledge such that the teachers tend to combine their teaching concepts with materials other than textbooks to improve the students learning effects, (4) the teachers realized the objective of integrated teaching so as to encourage and assist students to develop higher level thinking, and (5) the new content enhanced b the networking method plus multiple materials have significantly promoted student's learning effects. As to the teaching-related community relationships. the participants had successfully developed a friendly and effective teaching network and received help from the students' parents and other sources

Topic Category 社會科學 > 心理學
社會科學 > 教育學
Reference
  1. Atkinson, S.(1994).Rethinking the principles and practice of action research: The tension for teacher-researcher.Educational Action Research,2(2),383-401.
  2. Bell, B.,Gilbert, J.(1994).Teachers development as professional, personal and social development.Teaching & Teacher Education,10(5),483-497.
  3. Borko, H.,Putnam, R. T.(1997).Handbook of Educational Psychology.Simon & Schuster Macmillan.
  4. Borkowski, J. G.,Kurtz, B. E.(1987).Metacognition and executive control, Cognition in special children.
  5. Calderhead, J.(1988).Teachers’ professional learning..New York:The Falmer Press..
  6. Calderon, T. G.,Gabbin, A. L.,Green, B. P.(1995).Sarasota.
  7. Improving teachers’ understanding and planning of an integrated curriculum with a staff development plan
  8. Clarke, A.(1995).Professional development in practical setting: Reflective practice under scrutiny..Teaching and Teacher Education,11(3),243-261.
  9. Cobb, P., Wood.,Yackle, E..Constructivist on the Teaching and Learning Mathematics.National Council of Teachers of Mathematics..
  10. Collins, A., Brown, J. S.,Newman, S. E.(1989).Knowing, Learning, and Instruction.Lawrence..
  11. Collins, B. G.(1993).Reconstruing codependency using self-in-relation theory: A feminist perspective.Social Work,38(4)
  12. Collinson, V.(1999).Redifining teacher excellence.Theory into Practice,38(1),4-11.
  13. Darling, H. L.,McLaughlin, M. W.(1995).Policies that support professional development in an era of reform.Phi Delta Kappan,76(8),597-604.
  14. Day, C.(1993).Reconstruction Teacher Education: Teacher development.London:The Falmer Press.
  15. Doyle, W.(1986).Handbook of Research on Teaching.Macmillan..
  16. Draguns, J. G.(1989).Counseling across cultures (3rd ed.).
  17. Draguns, J. G.(1996).Counseling across cultures (4ed.).
  18. Draguns, J. G.(1975).Cross-cultural perspectives on learning.
  19. Emert, S. C.(1997).Dissertation Abstracts International.
  20. Emery, R. E.(1982).Interparental conflict and the children of discord and divorce.Psychological Bulletin,92
  21. Freeman, D.(1991).To make the tacit explicit: Teacher education, emerging discourse, and conceptions of teaching.Teaching and Teacher Education,7(5/6),439-454.
  22. Frost, D.(1995).Integrating systematic inquiry into everyday professional practice: towards some principles of procedure.British Educational Research Journal,21(3),307-321.
  23. Guo, C. J.(1997).On the development of professional development programs for secondary school science and mathematics teachers..Mathematics, Science, and Technology Education,7(1),1-9.
  24. Henson, K. T.,Olson, R.(1996).Handbook of Research on Teacher Education.Simon & Schuster Macmillan.
  25. ERIC
  26. Jaworski, B.(1998).Investigating mathematics teaching: A constructivist enquiry.London:Falmer.
  27. Joyce, B. R.,Showers, B.(1988).Student achievement through staff development..Longman.
  28. Kagan, D. M.(1992).Professional growth among preservice and beginning teachers..Review of Educational Research,62(2),129-170.
  29. Keiny, S.(1994).Constructivism and teachers’ professional development.Teaching and Teacher Education,10(2),157-167.
  30. Leinhardt, G.,Greeno, J.(1986).The cognitive skill teaching.Journal of Educational Psychology,78(2),75-95.
  31. Lent, R. W., Hackett, G.(1987).Career self-efficacy: Empirical status and future directions.Journal of Vocational Behavior,30
  32. Lent, R. W.,Brown, S. D.(1996).Applying social cognitive theory to career counseling: An introduction.The Career Development Quarterly,44(4)
  33. Lent, R. W.,Brown, S. D.,Brenner, B.,Chopra, S. B.,Davis, T.,Talleyrand, R.,Suthakaran, V.(2001).The role of contextual supports and barriers in the choice of math/science educational options: A test of social cognitive hypotheses.Journal of Counseling Psycholog,48(4)
  34. Lent, R. W.,Brown, S. D.,Hackett, G.(1996).Career choice and development.
  35. Lent, R. W.,Brown, S. D.,Hackett, G.(1994).Toward a unifying social cognitive theory of career and academic interest, choice, and performance.Journal of Vocational Behavior,45
  36. Lent, R. W.,Brown, S. O.,Larkin, K. C.(1984).Relation of self-efficacy expectation to academic achievement and persistence.Journal of Counseling Psychology,31
  37. Lent, R. W.,Brown, S. O.,Larkin, K. C.(1986).Self-efficacy in the predications to academic and perceived career options.Journal of Counseling Psychology,33
  38. Lent, R. W.,Hackett, G.(1994).Convergence in career development theories.
  39. Lent, R. W.,Lopez, F. G.,Bieschke, K. L.(1991).Mathematics self-efficacy: Sources and relation to science-based career choice.Journal of Counseling Psychology,38
  40. Loughran, J. Corrigan, D.(1995).Teaching portfolio: A strategy developing learning and teaching in preservice education..Teaching & Teacher Education,11(6),565-577.
  41. Lowe, C. M.(1976).Value orientation in counseling and psychotherapy.
  42. Manning, B. H.,Payne, B. D.(1993).A Vygotskian-based theory of teacher cognition: Toward the acquisition of mental reflection and self-regulation.Teaching and Teacher Education,9(4),361-371.
  43. Marcia, J.(1980).Handbook of adolescent psychology.
  44. Mitchell, J.,Marland, P.(1989).Research on teacher thinking: The next phase.Teaching & Teacher Education,5(2),115-128.
  45. ERIC
  46. Moallem, M.(1998).An expert teacher's thinking and teaching and instructional design models andprinciples: An ethnographic study.ETR & D,46(2),37-64.
  47. Pajares, M. J.(1992).Teachers’ belief and educational research: Cleaning up a messy construct.Review of Educational Research,62(3),307-332.
  48. Richardson, V.(1997).Handbook of Educational Psychology.New York:Simon & Schuster Macmillan.
  49. Ridley, C. R.(1995).Overcoming unintentional Racism in counseling and therapy.
  50. Ridley, C. R.(1985).Pseudo-transference in interracial psychotherapy.: An operant paradigm.Journal of Contemporary Psychotherapy,15(1)
  51. Samaras, A. P.,Gismondi, S.(1998).Scaffolds in the field: Vygotsky interpretation in a teacher education program.Teaching and Teacher Education,14(7),715-733.
  52. Shulman, L. S.(1986).Those who understand: Knowledge growth in teaching.Educational Researcher,15,4-14.
  53. Skinner, M. E.,Welch, F. C.(1997).Peer coaching for better teaching.College Teaching,44(4),153-156.
  54. Sprinthall, N. A.,Reiman, A. J.,Thies-Sprinthall, L.(1996).Handbook of research on teacher education.New York:Simon & Scbuster Macmillan.
  55. Stein, M. K.,Smith, M. S.,Silver, E. A.(1999).The development of professional developers: Learning to assist teachers in new setting in new ways.Harvard Educational Review,69,237-269.
  56. Stein, P. J.(1981).Single life: Unmarried adults in social context.
  57. Tom, A. R.,Valli, L.(1990).Handbook of research on teacher education.New York:Macmillan.
  58. Westerman, D. A.(1991).Expert and novice teacher decision making.Journal of Teacher Education,42,292-305.
  59. Wilson, N., S.(1988).A study of teacher development in an interactive inservice setting.State University of Ohio, Columbus, Ohio.
  60. Wilson, R.(1998).New research casts doubt of student evaluation of professors.The Chronicle of Higher Education,44(19)
  61. Winer, D., Gati, I.(1986).Cognitive complexity and interest crystallization.Journal of Vocational Behavior,28
  62. 王國華(1999)。中小學教師素質與評量研討會研討報告:會議手冊暨論文實錄。國立高雄師範大學教育系。
  63. 成虹飛、黃志順(1999)。從教師成長看課程改革的意義。應用心理研究,1,69-97。
  64. 林進材(1997)。教師教學思考─理論、研究與應用。高雄:復文。
  65. 林新發(1995)。教育與行政研究--原理和實務分析
  66. 高強華(1996)。師資培育問題研究。台北:師大書苑。
  67. 張景媛(1999)。行政院國家科學委員會專題研究計畫成果報告
  68. 張景媛(1994)。國立台灣師範大學教育心理與輔導研究所博士論文
  69. 張景媛(1997)。如何讓新手教師變為專家教師。測驗與輔導,145,25-30。
  70. 張稚美(1999)。教師專業成長研習─多元智慧成長檔。台北市教師研習中心。
  71. 郭丁熒(1998)。教師專業成長─理想與實踐。台北:中華民國師範教育學會。
  72. 陳美玉(1996)。教師專業實踐理論及其應用之研究。國立台灣師範大學教育研究所。
  73. 陳惠邦(1998)。教育行動研究。台北:師大書苑。
  74. 游家政(1998)。建構主義取向課程設計的評析。課程與教學季刊,1(3),31-46。
  75. 廖鳳瑞(1996)。國立臺灣師範大學附設幼稚園:開放的教育─師大附幼萌發式課程的實踐歷程。台北縣:光佑。
  76. 歐用生(1996)。教師專業成長。台北:師大書苑。
  77. 歐陽儀(1998)。國立臺灣師範大學教育心理與輔導研究所碩士論文
  78. 蔡清田(1998)。建構主義取向的課程設計。課程與教學季刊,1(3),15-30。
  79. 饒見維(1997)。師範教育臨床教學研討會。國立屏東師範學院。
Times Cited
  1. 葉文山(2014)。國民小學特殊教育教師情緒管理、合作教學與幸福感關係之研究-以桃園縣為例。中原大學教育研究所學位論文。2014。1-276。 
  2. 劉芷源(2010)。運用教師社群發展國小數學教師TPCK 之行動研究。中原大學教育研究所學位論文。2010。1-166。 
  3. 陳婉真(Wan-Chen Chen);蔡依玲(Yi-Ling Tsai);黃惠惠(Huei-Huei Huang);吳國慶(Kuo-Ching Wu)(2014)。關係理論取向諮商中個案音映內在依賴衝突之分析。教育心理學報。46(1)。141-164。 
  4. 石曉玫(2009)。運用學習社群提升偏遠地區幼稚園教師專業成長之研究—以南投縣國民教育幼兒班教師為例。朝陽科技大學幼兒保育系學位論文。2009。1-145。
  5. 白玉鈴(2012)。國中教師參與專業學習社群之行為意向--以計畫行為理論為例。臺灣師範大學教育心理與輔導學系在職進修碩士班學位論文。2012。1-147。
  6. 劉乙儀(2013)。幼兒園教師領導與教師專業發展關係之研究。朝陽科技大學幼兒保育系學位論文。2013。1-411。
  7. 應尹甄(2013)。高中英語教師專業學習社群之社會網絡形構研究。臺灣師範大學教育政策與行政研究所學位論文。2013。1-160。
  8. 邱馨誼(2015)。運用教學模組進行國民小學一年級數學領域補救教學之行動研究。中正大學教育學研究所學位論文。2015。1-248。