臺灣與廣東職前教師實踐性知識生成與發展－以二地師培大學師資生為例

林思騏

doi:10.6151/CERQ.202206_30(2).0002

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P49 - 53+55-86

社会科学 > 教育学

DOI： 10.6151/CERQ

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台湾与广东职前教师实践性知识生成与发展－以二地师培大学师资生为例

PRACTICAL KNOWLEDGE ACQUISITION AND DEVELOPMENT OF STUDENT TEACHERS-TAKE TEACHER EDUCATION UNIVERSITIES IN TAIWAN AND GUANGDONG AS AN EXAMPLE

林思骐(Szu-Chi Lin)

当代教育研究季刊； 30 卷 2 期 (2022 / 06 / 30) ， P49 - 53+55-86

繁体中文 DOI： 10.6151/CERQ.202206_30(2).0002

职前教师教育；师资生；实践性知识；教学机智； pre-serve teachers ； student teachers ； practical knowledge ； teaching tact

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摘要 │ 参考文献 (47) │ 国际计量

摘要〈TOP〉

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Purpose: This research focused on the practical knowledge sources and theoretical transformation among student in teacher training universities in Taiwan and Guangdong. The acquisition, development, utilization and differences of practical knowledge were discussed. This study attempted to discover the tangible ways and critical points of practice-oriented teacher training. To offer information for future educators and teachers in the aspect of theoretical development and teaching practice. Design/methodology/approach: To satisfy the diversity and variety of participants' backgrounds. This study has collected student-teacher personal opinions with unconstructed, informal and semi-structured interviews, focus groups. The was applied to explore the teaching reflections and reasoning process among the student teachers. After the verification, explaining the difficulties that occurred during the training program among the student teachers was made. Furthermore, discussions had centered on the similarities and differences of acquiring practical knowledge amongst the student teachers in the two places. Findings/results: This study has compared student teachers in Taiwan and Guangdong as a group to examine the training process and summarized a framework for practical knowledge acquisition, comprising of ＂four phases＂ and ＂three processes＂. Including teaching cases, prolonged teaching reasoning time and practical knowledge utilization. The similarities and differences of acquiring practical knowledge amongst the student teachers in the two places were discussed. Research findings: The understanding of practical knowledge acquisition and practical situational reasoning among student teachers was beneficial to the connected theoretical knowledge and teaching practices. It also enhanced their development of practical knowledge. For student teachers in Taiwan and Guangdong, the realization and understanding of practical knowledge's reticence are challenging. They might need to enhance their tact of teaching. Their abilities in self-correction, monitoring, and situational sensitivity are weaker than experienced teachers. It is difficult to transform and create certain scenarios to increase students' learning motivation within a short period of placement duration, let alone develop their teaching styles and images. Originality/value: When talking about practical knowledge and teaching practices, most researchers focused on the relationship. There is a paucity in the literature to discuss the development, utilization, similarities and differences of practical knowledge amongst teachers from various areas. This was the exact contribution of the current study. In the literature, there is a gap exploring the practical knowledge acquisition and development among student teachers. The development of this high-level cognitive ability does not achieve within short period of time. A detailed and well-structured training program will be required to enrich personal practical knowledge. In conducting this study, the effective monitoring of the entire progression of learning and professional development of teacher education can be achieved. The connection between theory and practice for the teacher program can be adjusted more flexibly. Suggestions/implications: According to the results, more effective integration and adjustment between theory and practice can be obtained. It would offer a clear direction for the teacher training courses and provide a better structure of professional learning and development. With these implications, institutions for teacher education can provide more educational theories and more chances for students to take part in teaching practice. Such on-site experience would expand student's understanding and allow them to be the reinventors of knowledge and culture.

参考文献 ( 47 ) 〈TOP〉

周淑卿, S. C.,王佩兰, P. L.(2020)。科技实作课程发展中教师实务知识建构之个案研究。课程与教学，23(4)，27-58。
连结：
陈美玉, M. Y.(2005)。师资生个人知识管理及其对专业学习与发展影响之研究。师大学报：教育类，50(2)，181-202。
连结：
陈盛贤, S. H.,林思骐, S. C.,高瑄, X.(2019)。师资培育临床辅导教师之反思性实践与临床推理之研究。教育理论与实践学刊，39，21-42。
连结：
黄嘉莉, J. L.,陈学志, X. Z.,王俊斌, J. B.,洪仁进, R. J.(2020)。师资职前教师专业素养与课程基准之建构及其运用。教育科学研究期刊，65(2)，1-35。
连结：
蔡晓枫, X. F.(2020)。Shulman 的教学推理在国中国文教师讯息类文本教学转化之应用研究。师资培育与教师专业发展期刊，13(3)，1-30。
连结：

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