學習去教：在師資培育課堂裡的自我研究

• Published in: Shizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan Vol. 9; no. 3; pp. 081 - 104
• Main Author: 邱憶惠(Chiou，Yi-Hui)
• Format: Journal Article
• Language: Chinese
• Published: 台灣 彰化師範大學 01.12.2016; 國立彰化師範大學
• Subjects: self-study; teacher education; teaching practice; 師資培育; 教學實踐; 自我研究; teaching practice; 自我研究; self-study; teacher education; 教學實踐; 師資培育
• ISSN: 2071-3649
• DOI: 10.3966/207136492016120903004

As a teacher educator, I worked with prospective teachers at developing teaching practices in order to learn together, to examine the nature of learning, and to explore various issues further for more clarification. Adopting a narrative approach in this self-study, the aim of this research is to investigate the ways in how teachers have changed in the education classrooms and how we have learned to teach. To put teaching into practice, I decided to choose my course, Music for Young Children, as the subject of this study. Through this study, the participating prospective teachers constructed their learning experiences in terms of teaching beliefs, teaching practices, and professional identities. Therefore, I have re-conceptualized my approach to early childhood teacher education in terms of establishing a habit of mind for co-learning and considering what I can reframe and change in my classes and curriculum
本研究以敘說取向來進行自我研究，允許一位師資培育者與師資生們在教學層面裡如何共同學習，檢驗學習的本質，並進一步地探究與釐清。本研究目的在探究我與我的師資生們在師資培育課堂裡如何改變並學習去教，為了體現教學實踐