老鳥慢飛—資深自然科教師教學改變之探討

Abstract

本研究採用個案研究法，探討資深自然科教師教學轉變的關鍵因素。研究參與者為三位資深自然科教師，以訪談為主的資料蒐集方法，輔以非參與式觀察以及文件分析，得到以下結果：個案教師的教學改變歷程有三條時序性的發展軸：外部教育政策的與社會潮流的變遷、內部教師學科教學知識的增長，以及教師個人生涯的重大事件。此三條軸線彼此相互影響，教師在這三個軸線中進行政策理解與教學轉化，融合個人經驗與知識，教師教學因而獲得改變。 深一層的剖析發現促使教師改變的主軸，是教師反思求變的內在動力與行動，影響教師改變的因素則有：內在的學科教學知識、教學信念、以及教學實務，外在的政策潮流趨勢與學校環境。本研究亦發現教師生涯所經歷的重大事件提供教師一個信念衝突點以進行深層信念的批判性反思。所謂的教師改變，就是在三條軸線間學習、適應、與轉化的歷程，即在調適自己成為一個完整的教學者，亦即是：教師改變的最終目標是成為一位好老師。

The purpose of this study is to explore how the cultivated science teachers reflect on their own teaching, keep trying and learning, and transform the process of their teaching practice in an attempt to find out the key factors that lead to the change. To approach the participants’ personal experiences and interpretive views, the qualitative research method is adopted. Based on the interview-based data collection methods supplemented by non-participant observation and document analysis, the researcher switches teachers’ attention on the change of their instruction. There are three axes for teaching development with time sequence: the change of educational policy and social trends, the growth of teachers' science pedagogical content knowledge , and the important events in teachers' personal career. The result shows that the three axes interact with one another, and teachers have deeper understanding and more confidence on their teaching.