在教育政策轉換下之科學實習教師專業成長：個案研究

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在教育政策轉換下之科學實習教師專業成長：個案研究

The scientific student-teachers professional development under the educational policy reform : case-study

羅弘志 , Masters　　Advisor：黃芳裕　　

繁體中文

後現代；教育政策的轉換；教師專業成長； post-modernism ； educational policy reform ； the professional development of teacher

Abstract │ Reference (238) │ Times Cited (7) │ Altmetrics

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Due to the rapid change in the society, the social environment has become diversified. It has changes from linear, standpat and simplistic to circulating, open and complex. In the past, the society was influenced by positivism, stressed explicitly, and precision. With the change of time, the certain truth, true value and precision technology in the past will be regarded as uncertain under multiple situations in the post-modern society. Under the change, the educational environment is also experiencing a violent shake. The past successful educational policy must be corrected and modulated. The current educational policy will strike against the schools and teachers first. However, the student-teachers are the main force to implement the current educational policy. Based on this relation along with the educational policy reform, whether our teaching style has already changed, and under the educational reform, the future teachers’ professional development factors in practice are the topics we would like to discuss. On the qualitative research, we have distinguished two stages: the first was examination papers test. After the widespread surveys were collected, we presented them in terms of percentage to analyze and discuss, and finally we formed the initial inference.
In the second stage, we proceeded through interviews, field notes and observations of classrooms to gather data. Then in accordance with Murphy (1995) and the correlated research, we have distinguished the professional development of student-teachers into four dimensions: （1）. teaching character （2）. interpersonal relationship （3）. professional knowledge and （4）.conflict management. After the two stages, we took the results from the second stage to prove the initial inference, and then we concluded the following: （1）. The educational policy reform impacted the student-teachers greatly; （2）. If the student-teachers couldn't understand the current educational policy, when teaching, they would still pass on the knowledge of textbook mainly and take the enterance of a better school as the principal thing. On the other hand, if they understood the current educational policy, their expressions will be more plentiful; （3）. If the student-teachers weren't more sensitive, although they could make the correct decision determined by their knowledge and experience, they wouldn’t have the ability of awareness; （4）. If the student-teachers could take the chance to deal with problem actively, they would become more capable in problem solving; （5）. Student-teachers often feel perplexed of their identity; and （6）. During the practical training, student-teachers worry about their future jobs.

Reference ( 238 ) 〈TOP〉

朱建民譯（2000）。《實用自然主義導論》。台北：時英。Eames, S.
連結：
M. (1977) Pragmatic Naturalism: An Introduction.
連結：
(1961).Thoughtand Language. Cambridge,Massachusett:M.I.T.
連結：
林懿萱（2001）。《新制實習制度下國中理化實習教師的專業成長：質性
連結：
林懿萱、黃芳裕（2000）。〈新制實習制度下的理化實習教師之專業成長
連結：

Times Cited (7) 〈TOP〉

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