簡易檢索 / 詳目顯示

研究生: 尹淑萍
Yin, Shu-Ping
論文名稱: 師資培育制度下科學實習教師實習個案研究
Case study of science preservice teacher under new intern system
指導教授: 黃芳裕
Huang, Fang-Yu
學位類別: 碩士
Master
系所名稱: 化學系
Department of Chemistry
論文出版年: 2000
畢業學年度: 88
語文別: 中文
論文頁數: 120
中文關鍵詞: 實習教師實習輔導教師專業發展
英文關鍵詞: mentor, preservice teacher, professional development
論文種類: 學術論文
相關次數: 點閱:212下載:0
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 本論文是探討在師資培育制度下實習教師的成長。除了探討影響實習教師成長的因素之外,並進一步研究實習教師成長與實習環境的關係。依師資培育理論、發展心理學、社會學建構出理論架構,對三位實習教師作教室觀察、錄音訪談及教師日誌等多面向資料,透過詮釋學等方法作分析。研究發現(1)實習教師剛進入實習現場所持之教育理念,是以個人成長學習歷程為最初的基礎,經過後來的實習過程逐漸修正。(2)實習教師的困擾主要來自於實習定位不明。(3)實習教師學習的事務與實習學校的文化、實習指導教師的理念與安排有很大的關係。(4)實習輔導教師是實習教師的重要他人之一。(5)學生的支持是實習教師的原動力之一。(6)實習指導教師開擴了實習教師的視野。(7)實習學校賦予實習老師專業發展的素材與方向。本研究尚有多項建議。

    This article explores the professional development of three teachers and the relationship between the enviroment and professional development. Based on the literature of teacher education, development psychology, and sociology, I develop a multidimensional model of teacher's professional development. To discuss the reasons of preservice teacher's development, we collect different kinds of data from preservice teacher. For example: classroom observation, fieldnote, teachers' journal, etc. We find (1) When a preservice teacher is a new comer to school, his (or her) educational ideas are based on his personal history of learning, and change with what he (or she) encounters. (2) Preservice teacher often feels uncertainty on his (or her) identity. (3) What preservice teacher learns has something to do with the culture of the school and the ideas of mentor. (4) Mentor plays an important role in preservice teacher's practice. (5) Students' support is important to preservice teacher. (6) Mentor from university opens preservice teacher's eye. (7) School gives the material and direction of preservice teacher's professional development. We offer implications of these relationships for teacher education.

    第一章 緒論…………………………………………………………………………..1 第一節 研究動機及研究目的…………………………………………………..1 第二節 研究範圍與重心………………………………………………………..3 第三節 重要名詞釋義…………………………………………………………..4 第四節 對教師工作與教師工作環境的再審視………………………………..6 第二章 理論基礎與相關文獻分析…………………………………………………11 第一節 師資培育理論的類型與發展…………………………………………11 第二節 發展心理學理論的類型與發展………………………………………16 第三節 社會與文化……………………………………………………………29 第三章 理論架構與研究設計………………………………………………………44 第一節 理論架構………………………………………………………………44 第二節 研究設計與資料蒐集…………………………………………………46 第三節 資料的分析……………………………………………………………50 第四節 研究對象………………………………………………………………52 第四章 研究結果與討論……………………………………………………………54 第一節 A教師的實習分析…………………………………………………….54 第二節 B教師的實習分析…………………………………………………….62 第三節 C教師的實習分析…………………………………………………….69 第四節 三位實習教師的實習綜合分析討論…………………………………76 第五章 結論與建議…………………………………………………………………88 第一節 結論……………………………………………………………………88 第二節 建議……………………………………………………………………91 參考文獻……………………………………………………………………………..93 附錄………………………………………………………………………………....105 附圖目錄 圖2-1…………………………………………………………………………..20 圖3-1…………………………………………………………………………..45

    中文部份:
    黃芳裕、蔡有財 (1996),以後現代科學哲學理念探討職前理化教師省察表徵。
    中華民國第十二屆科學教育學術研討會論文彙編,31-39。
    陳美玉 (1998),扎記反省法在師資培育上的應用。一九九八年師資培育研究與
    教學能力評鑑研討會論文集與研習手冊,262-285。
    洪志成 (1998),從實習教師眼中看新制輔導教師的專業支持。教育研究資訊,
    6(4),100-121。
    杜麗燕 (1995),皮亞傑。東大圖書公司,台北市。
    鄭祥福 (1997),李歐塔,生智出版社,台北市。
    楊大春 (1997),傅科,生智出版社,台北市。
    邱兆偉 (1996),教育哲學,師大書苑,台北市。
    曾慶豹 (1999),哈柏瑪斯,生智出版社,台北市。
    趙敦華 (1996),維根斯坦,生智出版社,台北市。
    李幼蒸 (1994),結構與意義---現代西方哲學論集,聯經出版社,台北市。
    高宣揚 (1994),解釋學簡論,遠流出版社,台北市。
    陳瓊森,汪益譯 (1995),Howard Gardner著,超越教化的心靈:追求理解的認
    知發展,遠流出版公司,台北市。
    林清江 (1981),教育社會學新論,五南,台北市。
    黃慧真譯 (1991),Olds, S. W. & Papalia, D. E.著,發展心理學,桂冠出版公
    司,台北市。
    廖立文譯 (1988),Craib, I. 著,當代社會理論,桂冠出版公司,台北市。
    高宣揚 (1993),存在主義,遠流出版公司,台北市。
    英文部分:
    Ashton, P. T., & Webb, R. B. (1986), Making a difference: Teachers' sense of
    efficacy And student achievement. New York: Longman.
    Anderson, E. M. & Shannon, A. L. (1995), Toward a conceptualization of
    mentoring. In Kerry, T. & Mayes, A. S. (Eds.), Issues in mentoring(25-
    34). London:Routledge in association with the Open University.
    Bell, B. & Giber, J. (1996), Teacher development: A model from science education.
    London: Falmer.
    Benjamin, J. (1988), The bonds of love: Psychoanalysis, feminism, and the problem
    of domination. New York: Pantheon.
    Buck-Morss, S. (1975), Socio- economic bias in Piaget's theory and its implications
    for cross-culture studies. Human Development, 18, 35-49.
    Chomsky, N. (1959), A review of B. F. Skinner's verbal behavior. Language, 35,
    26-58.
    Collins, P. H. (1991), Black feminist thought: Knowledge, consciousness, and
    politics of empowerment. New York: Routledge.
    Gilligan, C. (1997), In a different voice: Women's conceptions of self and of
    morality. Harvard Educational Review, 47(4), 481-517.
    Connell, R. W. (1985), Teachers' work. Sydney, NSW, Australia: George Allen and
    Unwin.
    Derrida, J. (1976), Of grammatology. Batttltimore: John Hopkins University Press.
    (Original work published 1967)
    Derrida, J. (1991), A Derrida reader: Between the blinds (ed. By P. Kamuf). New
    York: Columbia University Press.
    Duckworth, E. (1987), The having of wonderful ideas. N.Y.: Teachers College
    Press. 96.
    Feiman-Nemser, S., & Folden, R. E. (1986), The cultures of teaching. In M. C.
    Wittrock (Ed.), Handbook of research on teaching (pp.505-526). New
    York: Macmillan.
    Fleener, M. J. & Fry, P. G. (1998), Adaptive teacher beliefs for continued
    professional growth during postmodern transitions. In Strategies for
    career-long teacher education: Teacher education year book IV.
    Thousand Oaks, CA: Corwin Press.
    Foucault, M. (1970), The order of things. An archaeology of human science.
    London: Tavistock Publications. (Original work published 1966)
    Foucault, M. (1977), Discipline and punish: The birth of prison (A. Sheridan,
    Trans.) . London: A Lane. (Original work published 1975)
    Geertz, C. (1973), The interpretation of cultures. New York: Basic Bookes, 66-68.
    Giddens, A. (1990), The consequences of modernity. Oxford: Polity Press.
    Giroux, H. A. (1985), Intellectual labor and pedagogical work: rethinking the role of
    teacher as intellectual. Phenomenology pedagogy, 3(1), 20-32.
    Glock, Hans- Johann (1996), A Wittgenstein dictionary. Cambridge, MASS:
    Blackwell.
    Goodnough,W. (1981), Culture, language and society. Mento Park, Calif: Benjamin/
    Cummings.
    Gutmann, A. (1987), Democratic education. Princeton, NJ: Princeton University
    Press.
    Habermas, J. (1987), The philosophical discourse of modernity: Twelve lectures (F.
    Lawrence, Trans.) . Cambridge, UK: Polity Press. (Original work
    published 1985)
    Habermas, J. (1988), On the logic of the social sciences (S. W. Nicholsen & J. A.
    Stark, Trans.) . Cambridge, MA: MIT Press. (Original work published
    1967/1982)
    Harding, S. (1986), The science question in feminism. Ithaca, NY: Cornell
    University Press.
    Harding, S. (Ed.). (1987), Feminism and methodology: social science issues.
    Bloomington: Indiana University Press.
    Hargreaves, A. (1994), Changing teachers, changing times: Teachers' work and
    culture in the postmodern age. Cassell: Teacher College Press.
    Hargreaves, A., & Tucker, E. (1991), Teaching and guilt: Exploring the feelings of
    teaching. Teaching and Teacher Education, 7, 491-505.
    Hargreaves, D. (1993), A commonsense model of the professional development of
    teachers. In Elliott, J (1993) Reconstructing teacher education. (pp. 86-
    92) London: Falmer Press.
    Hartnett, A. & Carr, W. (1995), Education, teacher development and struggle for
    democracy. In Smyth, J. (Ed.) Critical discourses on teacher
    development. (pp.39-54). London: Cassell.
    Hatch, J. A. (1999), What preservice teachers can learn from studies of teachers'
    work. Teaching and Teacher Education.15, 229-242.
    Hepburn, G. & Gaskell, P. J. (1998), Teaching a new science and technology course:
    a sociocultural perspective. Journal of Research in Science Teaching,
    35(7), 777-789.
    Hubberman, M. (1993), The model of independent artisan in teachers' professional
    relations. In J. W. Little, & M. W. McLaughlin (Eds.), Teachers' work:
    individuals, colleagues, and contexts (pp. 11-50). New York: Teachers
    College Press.
    Jones, M. G., Rua, M. J. & Carter, G. (1998), Science teachers' conceptual growth
    within Vygotsky's zone of proximal development. Journal of Research in
    Science Teaching, 35(9), 967-985.
    Jordell, K. O. (1987), Structural and personal influences in the socialization of
    beginning teachers. Teaching and Teacher Education, 3(3), 165-177.
    Keller, E. F. (1984), Reflections on gender and science. New Haven, CT: Yale
    University Press.
    Lampert, M. (1990), When the problem is not the question and the solution is not
    the answer: Mathematical knowing and teaching. American Educational
    Research Journal, 27, 29-63.
    Little, J. W., & McLaughlin, M.W. (Eds.).(1993), Teachers' work: Individuals,
    colleagues, and contexts. New York: Teachers College Press.
    McIntyre, D. J. & Byrd. D. M. (1998), Strategies for career-long teacher education:
    Teacher education year book IV. Thousand Oaks, CA: Corwin Press.
    McIntyre, D. & Hagger, H. (1996), Mentors in schools: Developing the profession of
    Teaching. London: David Fulton publishers.
    McLaughlin, M. W. (1993), What matters most in teachers' workplace context? In
    J. W. Little & M. W. McLaughlin (Eds.), Teachers' work: Individuals,
    colleagues, and contexts (pp. 79-103). New York: Teachers College
    Press.
    McLean, S. V. (1991), The humam encounter: Teachers and children living together
    in preschools. New York: Falmer.
    Mercer, N. (1995), The guided construction of knowledge. Bristol, PA: Multilingnal
    Metters, L. T. D.
    Metz, M. H. (1993), Teachers' ultimate dependence on their students. In J. W. Little,
    & M. W. McLaughlin (Eds.), Teachers' work: Individuals, colleagues, and
    contexts (pp.104-136), New York: Teachers college Press.
    Morgan, C. & Morris, G. (1999), Good teaching and learning: pupils and teachers
    speak. Philadephia: Open University.
    Natale, J. A. (1993), Why teachers leave. Executive Educator, 15, 14-18.
    Nias, J. (1989), Primary teachers talking: a study of teaching as work. NewYork:
    Routledge.
    Perry, W. G. Jr. (1981), Cognitive and ethical growth: The making of meaning. In
    The Modern American College: Responding to new reality of diverse
    students and a changing society. (pp.76-116). London: Jossey-Bass.
    Perry, W. G. Jr. (1968), Form of intellectual and ethical development in college
    years: A scheme. New York: Holt, Rinehant and Niston.
    Pollard, A. (1987), Primary school teachers and their colleagues. In S. Delamont.
    (Ed.), The primary school teacher (pp. 100-119). New York: Falmer.
    Rosebery, A. S. & Puttick, G. M. (1998), Teacher professional development as
    situated sense-making: A case study in science education. Science
    Education, 82, 649-677.
    Rosenholtz, S. J. (1989), Teachers' workplace. New York: Longman.
    Rozin, P. (1976), The evolution of intelligence and access to the cognitive
    uncinscious. Progress in Psychobiology and Physiological Psychology, 6,
    245-280.
    Shulman, L. (1987), Knowledge and teaching: Foundations of a new reform.
    Harvard Educational Review, 57(1), 3-4.
    Schon, D. A. & Argyris, C. (1974), Theory in practice: increasing professional
    effectiveness. San Francisco: Jossey - Bass Publishers.
    Teo, T. (1997), Development psychology and the relevance of a critical
    metatheoretical reflection. Human Development, 40, 195-210.
    Warton, P. M., Goodnow, J. J., & Bowes, J. M. (1992), Teaching as a form of work:
    Effects of teachers' roles and role definitions on working to rule.
    Australian Journal of Education, 36(2), 170-180.
    Weiler, K. (1994), Women and early school reform: California, 1900-1940. History
    of Education Quarterly, 34, 25-47.
    Vygotsky, L. S. (1962), Thought and language (E. Hanfmann & G. Vakar, Trans.).
    Cambridge, MA: MII Press. (Original work published 1934)
    Vygotsky, L. S. (1978), Mind in society: The development of higher psychological
    processes. Cambridge, MA: Harvard University Press.
    Zeichner, K. M. (1993), Traditions of practice in U.S. preservices teacher education
    program. Teaching and Teacher Education, 9(1), 1-13.

    無法下載圖示
    QR CODE