教師知識的不同詮釋與研究方法

Differences in Interpretations of Teachers' Knowledge and in Research Methods

10.6384/CIQ.200207.0001

簡紅珠(Hong-Chu Chien)

教師知識 ； 教師知識研究 ； 研究方法 ； teachers' knowledge ； research on teachers' knowledge ； research methods

課程與教學

5卷3期（2002 / 07 / 01）

1 - 15+125

繁體中文

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。

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.

1. (1992).Teachers and teaching: From classroom to reflection.London:Falmer.
2. Apple, M. W.(1986).Teachers and texts: A political economy of class and gender relations in education.New York:Routledge and Kegan Paul.
3. Ayer, A.(1956).The problem of knowledge.Harmondsworth, Middlesex, England:Penguin Books.
4. 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.
5. Calderhead, J.(1996).Handbook of Educational Psychology.New York:Macmillan.
6. Carter, K.(1990).Handbook of research on teacher education.New York:Macmillan.
7. Christensen, D.(1996).Handbook of research on teacher education.New York:Simon ＆ Schuster Macmillan.
8. Clandinin, D. J.(1985).Personal practical knowledge: A study of teachersapos|classroom images.Curriculum Inquiry,15(4),361-385.
9. Clandinin, D. J.(1992).Teachers and teaching: From classroom to reflection.London:Falmer.
10. Clandinin, D. J.,Connelly, F. M.(1987).Teachersapos|personal knowledge: What counts as personal in studies of the personal.Journal of Curriculum Studies,19(6),487-500.
11. Cochran-Smith, M.,Lytle, S. L.(1993).Inside/ outside: Teacher research and knowledge.New York:Teachers College Press.
12. Dunkin, M. J.,Biddle, B.(1974).The study of teaching.New York:Holt, Reinhart, ＆ Wilson.
13. Feiman-Nemser, D.,Floden, R. E.(1986).Handbook of research on teaching.New York:Macmillan.
14. Fenstermacher, G. D.(1994).The knower and the know: The nature of knowledge in research on teaching.Review of Research in Education,20,2-56.
15. Gage, N.(1978).The scientific basis of the art of teaching.New York:Teachers College Press.
16. Green, T. F.(1991).The activities of teaching.New York:McGraw-Hill.
17. Gudmundsdottir, S.(1995).Narrative in teaching, learning, and research.New York:Columbia University Press.
18. Henson, K. T.(2001).Handbook of research on teaching.Washington, D. C.:American Educational Research Association.
19. Hoyle, E.(1995).International encyclopedia of teaching and teacher education.Kidlington, Oxford, UK:Elsevier Science Ltd..
20. Jackson, P. W.(1986).The Practice of teaching.New York:Teachers College Press.
21. Johnson, M.(1989).Embodied knowledge.Curriculum Inquiry,19,361-377.
22. Leinhardt, G.,Smith, D. A.(1985).Expertise in mathematics instruction: subject matter knowledge.Journal of Educational Psychology,77(3),241-271.
23. Munby, H.,Russell, T.,Martin, A. T.(2001).Handbook of research on teaching.Washington, D. C.:American Educational Research Association.
24. Richardson, V.(1996).Handbook of research on teacher education.New York:Simon ＆ Schuster Macmillan.
25. Riessman, C. K.(1993).Narrative analysis.London:Sage.
26. Ryle, G.(1949).The concept of mind.New York:Barnes ＆ Noble.
27. Schon, D. A.(1983).The reflective practitioner: how professionals think in action.New York, NY:Basic Books, Inc..
28. Shulman, L.(1986).Handbook of research on teaching.New York:Macmillan.
29. Shulman, L.(1987).Knowledge and teaching: Foundations of the new reform.Harvard Educational Review,57,1-22.
30. Shulman, L.(1986).Those who understand: Knowledge growth in teaching.Educational Researcher,15(7),4-14.
31. Van Doren, C.(1991).A history of knowledge: Past, present and future.New York:Ballantine Books.
32. Wilson, S. M.,Shulman, L. S.,Richert, A. E.(1987).Exploring Teachersapos|Thinking.London:Cassell.
33. 楊深坑(1999)。知識形式與比較教育。臺北:揚智文化事業股份有限公司。
34. 簡紅珠(1992)。教學研究的主要派典及其啟示之探析。高雄:復文圖書出版社。

1. 曾肇文(2008)。一種敘事課程的建構與實施——以「生活領域」為例。新竹教育大學學報，25(1)，21-52。
2. 洪郁婷(2019)。向學生學習：教師建構學科學生知識之個案研究。教育實踐與研究，32(1)，107-143。
3. 林玫君(2016)。中小學表演藝術教師知識轉化歷程探究：從在職進修課程切入。藝術教育研究，31，79-110。
4. 林盈均(2019)。國小教師擴展學習歷程之研究。師資培育與教師專業發展期刊，12(2)，1-27。
5. 徐式寬、胡惠絮、吳毓瑩(2010)。長高—教學評量實踐知識的意象內涵與運作。課程與教學，13(4)，111-131。
6. 游婉琳(2021)。全球化時代教師教學研究、實踐知識與專業發展之初探。教育研究與實踐學刊，68(2)，111-124。
7. (2013)。學業成就成長軌跡：檢視教師品質與教學實踐對學生學習的重要性。教育政策論壇，16(4)，135-168。