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A Preservice Chemistry Teacher's Thinking of Teaching- Case Study
Preservice science teacher;Teacher belief;Teacher thinking;Teacher learning;Science teacher education
|Issue Date: ||2012-11-22T07:42:50Z
|Abstract: ||本研究以個案研究法，依據Clark & Peterson (1986)教師思維模式，探究一位職前化學教師－秋蓉在大四實習課期間（包括微試教學與一個月校外教學實習），其教學前、教學過程中與教學後之思考內容，並歸納出影響上述思考內容之因素。 |
This study followed Clark and Peterson's teacher thinking model (1986), attempted to explore a prospective chemistry teacher's (Chuo-yun) preactive, interactive and post-active thoughts and decision, during her one year practicum course. Research also tried to identify the factors which influenced Chuo-yun's thoughts of teaching, and to describe any changes she had after one month practicum experience in a rural junior high school.
Case study method was applied in the research. Findings of this study revealed that Chuo-yun's preactive thought were focused on self-centered concept explaination sequence. This teaching sequence is linear-oriented which based on her image of what concept organization is the best way for her students. Her interactive thoughts addressed on teaching pre-designed organization of concepts and on seeking students' responses. Her postactive thoughts addressed on her own teaching competency. Two factors which influenced her thoughts of teaching, one was her beliefs of science teaching, another was the dilemma she faced during teaching experience.
The study suggested that the preservice science teacher learned of teaching from real classroom teaching experience, science teacher preparation program should provide early-field experience to the preservice science teachers, and also need to address the importance of pedagogical content knowledge in the training program.
|Relation: ||科學教育學刊, 2(2): 115-141|
|Appears in Collections:||[科學教育研究所] 期刊論文|
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