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Growth and Development of Beginning Science Teacher's Conceptions of Classroom Management and Its Relationship to Classroom Practices
|Issue Date: ||2014-02-18T02:34:18Z
|Abstract: ||本研究旨在以質的研究法描繪二位初任科學教師班級經營的實際作為，找出其班級經營的理念，及探究其形成和轉變的因素。經由教室觀察、晤談及有關的資料收集等方法，進行資料的收集與分析。在資料分析的過程中，採用三角度又法，交互審核教室觀察、晤談、書面文件等資料來源，以及採用研究者間的同意度，期能深入瞭解初任科學教師班級經營的面貌與成長，以提高本研究的效度。 |
The purpose of this study was to explore two beginning science teachers' classroom practices in classroom management, to find out their conceptions of classroom management, and to investigate the factors affecting the formation and change of the conception. Qualitative research was the major approach used to collect and analyze the data. The collected data of this study included classroom observations, interviews, and some related information. In the procedure of data analysis, triangulation of multiple data resources as well as inter-rater agreement were the ways adoped to establish the validity of this research.
The results indicated that both teachers were often stuck on traditional teaching referring to instruction management. In respect of the discipline, they were still on trial and seeking, and often appeared to be immature and changeable. With regard to the conceptions of classroom management,two teachers presented different patterns. Hsu was more concerned about his teaching and stressed the instruction of scientific knowledge. However, Chang made efforts to look for a balance point between his teaching and students' learning , and laid emphasis on the cultivation of students' motives to study physical science, a relaxing learning atmosphere, and an appropriate teacher-student interactions.
As for the fators to form classroom management, the both were affected greatly by the past learning experience and social culture in which they lived. Futher, two teachers showed different changes on classroom management. Teacher Hsu was much disappointed about student's behavior, and regreted the incapablity of the school officers to deal with the campus violence, which discourages his teaching enthusiasm. Nevertheless, teacher chang became positive in the wake of a fresh recognition from the laboratory situation and the support from the colleagues.
As a whole, the beginning teachers did not fully realize the essence and spirit of the classroom management,nor were complete and proficient in skills, which were also much influenced by school and peer culture. To develop the science teacher's ability in classroom management, an increase of the course in this field and the supply of systematical consulting channel should be among the policies we must work hard for the future teacher education.
|Relation: ||科學教育, 7: 61-90|
|Appears in Collections:||[物理學系] 期刊論文|
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