的甄選及專業發展的義涵。 The I_9th Grade Integrated CUlTiculum Reform has revitalized long-established
Curriculum and Instruction Advisory Groups. Counties and cities began restructuring
the Advisory Groups since the reform. Advisors in different academic fields are
recruited and expected to provide cUlTicular and instructional consultation and facilitate
change in schools. Advisors are widely regarded as the elites of teachers with more and
better professional knowledge and skills. However, whether their subject matter
knowledge and pedagogy are better than ordinary teachers remains to be an empirical
question. This study surveyed all public and private junior-high school social studies
teachers in Taiwan. The result shows that there is no significant difference between
advisors and ordinary teachers in aspects of historical knowledge, conceptions of history
and history teaching approaches. I discuss the implications for Advisory Groups'
recruitment and professional development.
課程改革與教學輔導國際學術研討會論文集=Proceedings of the International Conference of Curriculum Reform and Instructional Support，頁123-136