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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/17996

Title: 國中理化科實習教師物理教學能力的內涵與其評鑑之研究
The Nature and Assessment of Teaching Competency in Apprentice Science Teachers
Authors: 張惠博
Contributors: 物理學系
Keywords: 教師檢定;實習教師;科學教學;師資培育
Certification;Apprentice teachers;Science instruction;Teacher education
Date: 1997-12
Issue Date: 2014-02-18T02:34:31Z
Publisher: 中華民國科學教育學會
Abstract: 本研究擬經由對於實習教師的輔導,從而分析其在教學歷程的表現及探討其對於教師教學能力評鑑量表的感受,藉以作為未來擬訂實習教師評鑑工具的參考。研究問題如下:(一)實習教師課室教學的實際表現與其意義為何?(二)實習教師對於教學能力評量表的感受與反省為何?
The purposes of this study focused on the: (1) classroom practices of beginning science teachers, and (2) design of instruments for gathering data on apprentice teachers' perceptions of science teaching and their concerns about planning and implementing instruction.
An apprentice teacher, who graduated from the department of physics at a university located in the central part of Taiwan in 1995, was invited to participate in this study. Data related to instructional skills and changes in instructional skills were collected on this novice science teacher and subsequently analyzed. Two additional beginning science teachers were selected to allow comparisons for verification of the results from the first teacher and to develop a thorough understanding of what beginning teachers actually think and do in different contexts and classroom cultures.
The results of this study indicated that the beginning teachers tended to learn how to teach in actual classroom settings. Learning to teach during the first year can be interpreted as a constructivist process. Understanding the nature of teaching and learning was enriched through practical experiences.
Beginning teachers tended to transmit content knowledge to students. Only in a very few cases were the beginning teachers observed providing junior high students with appropriate examples and activities.
Their understanding of the nature of inquiry was weak. They also noted it was a good idea to use an alternative or authentic assessment to evaluate students' achievement. The results of this study support greater program emphasis on practical issues and the use of interviews to document beginning teachers' understandings. More practice in the preparation and organization of instructional activities is specifically needed in preservice teacher education programs.
Relation: 科學教育學刊, 5(4): 499-528
Appears in Collections:[物理學系] 期刊論文

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