教師知識之個案研究：以兩位國小級任教師為例

Two Case Studies of Elementary School Classroom Teachers' Knowledge

10.7037/JNTTC.200312.0091

邱憶惠(Yi-Hui Chiou)；高忠增(Jung-Tzeng Gau)

知識基礎 ； 國小級任教師 ； 教師知識 ； 實際知識 ； classroom teacher ； knowledge base ； practical knowledge ； teachers' knowledge

臺中師院學報

17卷2期（2003 / 12 / 01）

91 - 112

繁體中文

本研究旨在探討國小級任教師之教師知識，主要目的在於了解國小級任教師的知識本質，以及各類知識之間的關係。本研究選取兩位有經驗的國小級任教師分別進行個案研究，並輔以觀察、訪談、與文件分析等資料蒐集策略，進而做整理與分析，並獲得下列的結論：教師知識之類別可分為自我知識、課程知識、學習者知識、學科知識、學科教學知識、一般教學知識、和情境脈絡知識等七大類，教師主要受到自我知識監控而促使改變，其改變的核心為學習者知識；同時，教師知識深具多元情境化與個別化，教師知識不僅有效於班級當中，甚至主動與同事合作共同挑戰與批判自己，進而改變學年、學校、與家長（社區）。

This article explores how two elementary school classroom experienced teachers are developing their knowledge and action in their practical works. This study draws on information collected over two years from interviews, classroom observations, and documents. The findings of this research are as following: The nature of teachers’ knowledge is identified by seven domains included knowledge of self, students, curricula, subject matter, pedagogical content, general pedagogy, and contexts; and the major center of these domains influenced by each other which are situated as well as personalized by knowledge of self is knowledge of student. Besides, two teachers change classrooms, colleagues, school, and parents (school district) through challenging and criticizing self with others.

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