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Title: Developing a Pedagogical Content Competence Evaluation for Apprentice Physical Science Teachers—A Case Study
Authors: Tuan, Hsiao-Lin;Chiang, Wu-Hsiung;Lee, Chen-Kang;Wang, Chun-Yuan;Cheng, Pi-Yun
Contributors: 化學系
Keywords: Pedagogical content knowledge;Portfolio assessment;Apprentice physical science teacher evaluation;Teaching competence
Date: 2000-01
Issue Date: 2013-01-07T02:19:09Z
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 interrater 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 inservice 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.
本研究之主旨在呈現過去三年,研究群如何發展與效化國中理化科實習教師在一年實習期間的學科教學知能。本評鑑工具的發展過程是以建構主義和第四代評量(Guba&Lincoln, 1989)為基礎,將所有有關係人-科學教育學者、大學輔導教授、中學的行政人員、以及有實務經驗的科學教師,邀約參與研究群,進行教學知能確定與評分標準核定的工作。理化教師教學能力的認定是基植於學科教學知識、美國國家科學教學標準與台灣初任理化科學焦屍實際教學的實證資料。本研究所界定出的教師知能包含下列項目-教學設計、概念表徵、整體教學表現、班級教學環境營造、實驗教學、實驗室安全、小組合作之促進、以及教學表現之反省所組成。每一類教學能力的評分者信度顯示出評分者間的一致性。最後,研究群將檢定工具改寫為問卷,調查89位修息在職學教師教育學程的有經驗理化教師,結果指出大多數有經驗的理化教師同意工具中所列教學知能的重要性與可評性。最後作者認為本評鑑工具可幫助未來的理化科學實習教師加強他們的學科教學知能,以及推薦優秀的理化實習教師。
Relation: Proceedings of the National Science Council. Part D, Mathematics, Science, and Technology Education 研究彙刊D:科學教育, 10(1): 1-14
Appears in Collections:[Department of Chemistry] Periodical Articles

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