National Changhua University of Education Institutional Repository : Item 987654321/14604

English | 正體中文 | 简体中文 | Items with full text/Total items : 6507/11669
Visitors : 30069126 Online Users : 526

RC Version 3.2 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.

Scope Adv. Search

Login ‧ Upload ‧ Help ‧ About ‧ Administer

NCUEIR > College of Science > Graduate Institute of Science Education > Periodical Articles > Item 987654321/14604

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/14604

Title:	Developing a Pedagogical Content Competence Evaluation for Apprentice Physical Science Teachers–A Case Study 發展國中理化科實習教師學科教學知能評鑑之個案研究
Authors:	Tuan, Hsiao-Lin;Chang, W. H.;Lee, C. K.;Wang , C. Y.;Cheng, P. Y.
Contributors:	科學教育研究所
Keywords:	Pedagogical content knowledge;Portfolio assessment;Apprentice physical science teacher evaluation;Teaching competence 國中理化;實習教師;學科教學知能
Date:	2000-01
Issue Date:	2012-11-22T07:44:17Z
Publisher:	行政院國家科學委員會
Abstract:	An evaluation which sought to reinforce apprentice physical science teachers?teaching competency during their one-year apprenticeship was conducted and validated over the past three years. The process of developing the evaluation was based on constructivism and fourth generation evaluation (Guba & Lincoln, 1989), and involved all stakeholders connected with the evaluation process_science educators, college science supervisors, school administrators and experienced school teachers. The determination of teachers?teaching competence was based on pedagogical content knowledge, national science teaching standards and empirical data collected from beginning and intern Taiwanese physical science teachers? teaching. The final assessment consisted of the following categories of teaching competency_lesson planning, concept presentation, overall teaching performance, construction of the classroom environment, laboratory teaching, lab safety, facilitation of group cooperation, and reflection on teaching performance. The inter-rater reliability of each category of teaching competency showed significant cohesiveness among different raters. Lastly, a survey was conducted among 89 experienced physical science teachers enrolled in an in-service science teacher education program. The results of the survey indicated that the majority of the experienced science teachers agreed with the importance and feasibility of most of the teaching competencies. The apprentice physical science teachers?pedagogical content competence assessment could aid future apprentice physical science teachers by reinforcing their teaching competencies, and help future schools recruit capable teaching candidates for their schools.
Relation:	Proceedings of the National Science Council. Part D, Mathematics, Science, and Technology Education, 10(1): 1-14
Appears in Collections:	[Graduate Institute of Science Education] Periodical Articles

Files in This Item:

File	Size	Format
2020500410055.pdf	36Kb	Adobe PDF	465	View/Open

Loading...