學習取向的教師知識

Teacher Learning about Teachers' Knowledge

10.6388/JES.200306.0098

邱憶惠(Chiou Yi Hui)

教師角色 ； 教師知識 ； 教師學習 ； teachers' knowledge ； teacher learning ； teachers' action

教育科學期刊

3卷1期（2003 / 06 / 01）

98 - 113

繁體中文

面對錯綜複雜的教學工作，每一位教師多多少少都擁有個人特殊性的教師知識，到底教師具備哪些知識，以及教師如何獲得、如何持續學習以增加或更新自己的知識，才能使自己的教學工作更好？傳統研究總是認為教師應學習由學者或專家所創造出來的知識；然而，近來研究歸納教師們所衍生出來的知識，並肯定教師也是知識創造者。本文從實用知識、實際知識、與實務知識等三種概念，說明知識、教學、實務、教師學習、和教師角色等意象與彼此之間的關係。知識的來源已多元化，教師的學習應是持續性，而不再僅限於師資培育的一段歷程，或是工作發展裡固定性或定期性的充電：當我們企圖理解教師的實務與教學時，需考量各種知識型態與概念。

Teachers facing diverse and complicated practice every day are demanded to learn various teachers' knowledge. It is curious that what kind of knowledge teachers have, how they accept them, and how to develop equip them to present better teaching. The professional scholars creative knowledge which teachers must learn for increasing good teaching in term of traditional assumption. However, some recent researchers concern that teachers make up knowledge from their professional practice. This article describes the different conceptions of knowledge for practice, knowledge in practice, and knowledge of practice through the foundation of distinguishing the image of knowledge, instruction, practice, teacher learning, and teachers' role. The sources of teachers' knowledge that teachers need to learn are multiple and variable; therefore, teachers' learning should be a continuing process rare than a period of preservice education or inservice charge. It is necessary that we consider every domains and of teacher' knowledge when we try to comprehend teachers' practice and teaching.

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