學習去教：在師資培育課堂裡的自我研究 Learning to Teach: A Self-Study in Teacher Education Practices

• Published in: Shizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan Vol. 9; no. 3; pp. 81 - 104
• Main Author: 邱憶惠 Yi-Hui Chiou
• Format: Journal Article
• Language: English
• Published: National Changhua University of Education 01.12.2016
• Subjects: self-study; teacher education; teaching practice; 師資培育; 教學實踐; 自我研究
• ISSN: 2071-3649
• DOI: 10.3966/207136492016120903004

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，以「幼兒音樂」作為探究的課堂。師資生從信念、教學實踐、和專業認同等層面進行學習經驗的建構；師培者則是和師資生共同學習下，試圖改變與重構自己的課堂和課程。 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.