運用原則取向知識翻新活動促進師資生對話與教學觀

Learning science recognizes varied definitions of learning, evolving from mere knowledge acquisition to encompass deep understanding, collaborative knowledge sharing, community engagement, and creative thought. In the era of the Internet, it is even more crucial to invest in environmental cooperatio...

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Published inJiao yu yu xin li yan jiu Vol. 47; no. 2; pp. 081 - 114
Main Authors 楊珊瑜(Shan-Yu Yang), 陳美如(Mei-Ju Chen)
Format Journal Article
LanguageChinese
Published 台灣 國立政治大學教育學院 01.06.2024
Subjects
discourse
Knowledge Building
Knowledge Forum
student teacher
teacher education
teaching perspective
TSSCI
對話
師資培育
師資生
教學觀
知識翻新
知識論壇
student teacher
teacher education
教學觀
Knowledge Building
teaching perspective
對話
discourse
師資生
知識翻新
知識論壇
TSSCI
師資培育
Knowledge Forum
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ISSN1024-9885

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Summary:Learning science recognizes varied definitions of learning, evolving from mere knowledge acquisition to encompass deep understanding, collaborative knowledge sharing, community engagement, and creative thought. In the era of the Internet, it is even more crucial to invest in environmental cooperation to foster knowledge creation. This study investigates Knowledge Building (KB) among a community of student teachers in a teacher training curriculum, which focuses on KB principles. The researcher uses Knowledge Forum (KF) as a collaborative tool to facilitate this study. This study aims to aid the development of student teachers in teaching practice and to explore the process of their discourse and teaching perspectives. This study adopted case study approach with 47 student teachers who took a university course titled “Teaching Principles” over one semester. The findings indicated: (1) Principle based KB activities facilitate student teachers’ discourse progress. (2) Guided by the KB principles, although arguin
Bibliography:1、原為年刊，第20期(民86年6月)起改為半年刊，第26卷第1期(民92年3月)起再改為季刊
ISSN:1024-9885