教育學報



Learning to Teach: Tracing and Understanding Changes in Pre-service Teachers’ Pedagogical Knowledge

2006.第34卷第1期(Vol. 34 No. 1).pp. 47–83

 

Learning to Teach: Tracing and Understanding Changes in Pre-service Teachers’ Pedagogical Knowledge

學習成為教師:職前教師的教育學知識的變化及發展

Yujing NI, Qiong LI, Wan-Chi WONG, Ling-Po SHIU, & Pui-Wan CHENG(倪玉菁、李琼、黃蘊智、

蕭寧波、鄭佩芸)

Abstract

The present study investigated the effects of a pre-service teaching program on changes in student teachers’ pedagogical knowledge. Twelve student teachers drew a concept map on “effective teaching” on four separate occasions at two designated points each before and after field teaching during a period of eight months. Five in-service teachers were also recruited to draw the map. The results showed a developmental trajectory of pedagogical knowledge in this particular group of student teachers during the period in which they received the training program. Their pedagogical knowledge appeared to be enriched and more connected during the time they were taking the required courses and participating in the field teaching sessions. However, their enhanced knowledge appeared to involve more detailed elaboration of the existing constructs appearing in the previous maps rather than those of structural reorganization of pedagogical knowledge. Experience gained in the guided field teaching helped make these aspects salient for the student teachers that are more directly related to classroom teaching. This has the potential as a precursor to the declarative-to-procedural knowledge transformation in student teachers’ learning to teach. The results suggest some important issues to be considered for improving quality of teacher training programs.

摘要

N.A.