透过校本课程发展平台更新教师教学知识

Renewing Knowledge of Teachers' Pedagogical Content through School-Based Curriculum Development Platform

以台湾一所小学的课程与教学发展为例,透过行动后的反思,重新思考校本课程的发展与教师教学知识成长之间的关系。透过这一个案了解老师如何从一个生手教师变成专家教师。这个研究资料的搜集,最主要是透过参与者观察、教师课程设计档案以及教师教学档案的深度分析。研究发现,透过行动中反思以及行动后反思,教师的课程与教学的对话,对于教师教学知识的改变有深刻的影响;教师之间的教学观摩对于教学知识的改变也有显著的效果;家长及学生的意见对老师的教学知识也有深远的影响。

This is an elementary school case study on impact of pedagogical content through school-based curriculum development in Taiwan.The purpose of this study was to rethink the relationship of school-based curriculum development and pedagogical content knowledge based on our descriptive research findings and to show how this case-study helps us to understand teachers as professionals.This study was a case study grounded in an action reflection framework.Data were collected from multiple sources and analysed using three approaches：（a） participation observation,（b） portfolios of teachers＇ curriculum design,and（c） in-depth analysis of teachers＇ PCK.The results indicated that（a） PCK was developed through reflection-in-action and reflection-on-action within given curriculum instructional dialogue;（b） teachers＇ teaching observation had an important impact on PCK development;（c） the culture of school-based curriculum development had an important impact on PCK development.