Please use this identifier to cite or link to this item:

Title: Teacher change through experiencing and reflecting on curriculum integration: A case study
Other Titles: 教師透過體驗與省思課程統整而更新:個案研究
Authors: 黃譯瑩
Huang, Yi-Ying
Contributors: 教育系
Keywords: 教師更新;課程統整;體驗;省思;信念
teacher change;curriculum integration;experience;reflection;belief
Date: 2000-06
Issue Date: 2015-05-18 17:21:46 (UTC+8)
Abstract: 教師於教育信念與行為上的更新扮演著落實教育改革的關鍵,本研究旨在探討教師在「體驗和省思課程統整」的境況中更新其教育信念與行為的過程,企圖瞭解在此境況中教師更新的內容、教師更新與「體驗和省思課程統整」境況的關係、以及教師對自我改變與「課程統整」的詮釋。研究的對象是美國三位公立高中的教師,她們有機會一起發展統整課程,並得以在班級中實施;本研究以質的個案研究法進行一年;蒐集的資料包括問卷、省思日誌、相關文件、觀察、訪談及對話等紀錄,資料的分析與轉化均透過三位教師的意見回饋進行確認的工作。研究結果呈現的方式是本文特別著力之處,以三個教師更新的「故事」來詮釋,希冀提高呈現方式的變化性、內容的可讀性、以及讀者對研究結果產生類化的可能性。主要研究發現如下:三位教師以(1)回顧、(2)慎思熟慮、(3)解放、(4)在行動中思索、(5)察覺意識等方式省思其發展與實施統整課程的經驗;她們能察覺自己的改變;對課程統整的內涵分別定義為:(1)自我的統整、(2)教師之間差異的統整、以及(3)學科知識的統整。
In the context where three public high school teachers collaboratively developed an integrated curriculum module and implemented it in their classrooms, this research aimed to probe the process of teacher change through experiencing and reflecting on curriculum integration. Research questions were as follows: Did teachers change during the process of developing and implementing an integrated curriculum? If so, what changes were shown in their beliefs and classroom practices? How did teachers’ experiencing and reflecting upon curriculum integration relate to their changes in beliefs and classroom practices? How did they interpret their changes and develop their own meaning of curriculum integration? This research took one year. Data collected included open-ended surveys; reflective journals; observation fieldnotes; public and private documents; and interview and classroom instruction transcripts. The three teachers examined the analyzed and transformed data during the research process. Findings were interpreted through three teacher change stories. The three stories were respectively written from the first, second and third person points of view so as to enhance the variety, readability and generalization of the analyzed data. The findings revealed that teachers’ reflection focuses included retrospection, deliberation, emancipation, reflection-in-action and conscious awareness; they were aware of their own changes and interpreted curriculum integration as the integration of the self, differences between teachers, and knowledge.
Relation: 教育與心理研究, 23, 237-280
Data Type: article
Appears in Collections:[教育學系] 期刊論文
[教育與心理研究 TSSCI] 期刊論文

Files in This Item:

File Description SizeFormat

All items in 學術集成 are protected by copyright, with all rights reserved.

社群 sharing