教育研究學報



普通話科教師教學信念的形成與更新

2004.第19卷第1期(Vol. 19 No. 1).pp. 121–136
 

普通話科教師教學信念的形成與更新

The Development of Putonghua Teachers’ Beliefs

蘇潔玉、梁佩雲、謝雪梅(Kit-Yuk SO, Pui-Wan LEUNG, & Suet-Mui TSE)

摘要

香港從1998年開始把普通話列為中、小學的核心課程,本港的師資培訓機構,如何能有效地把在方言區成長的學員培訓成勝任的標準語教師?本文從一項對新入職普通話教師的教學研究中選取了幾個個案,回溯他們在教育學院學習普通話及進行教學實習的情況,並追蹤他們執教後第一、二年普通話科教學能力的發展,從而指出教學信念是促使他們在不同教學階段發生調整、轉化,以至成長的主導因素,並提出師資培訓課程能幫助學員建立和更新教學信念的相應措施。

關鍵詞:教師教育;普通話教師;教學信念

Abstract

Putonghua (spoken Mandarin Chinese) has been one of the core curricula in Hong Kong since 1998. This article is concerned about how local teacher training institutions can prepare competent Putonghua teachers in a non-native context. A few typical cases have been identified as the focus of study from a longitudinal research on beginning teachers. Their training in past teacher education program is reviewed, and their early experiences in teaching Putonghua analyzed. Findings from this study indicate that beliefs of the beginning teachers are crucial to their professional growth. It is argued that Putonghua teacher educators should incorporate corresponding measures for fostering proper beliefs of student teachers in teacher education programs.