從實務中學習-影片導向專業發展系統之建構研究

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Title:	從實務中學習-影片導向專業發展系統之建構研究
Other Titles:	Learning from Practice- Constructing a Video-Based Professional Development System
Authors:	張雅芳;徐加玲
Contributors:	淡江大學課程與教學研究所
Keywords:	科技融入教學;教學實務;教師專業發展;師資培育;影片導向系統;Professional development;Technology integration;Teacher education;Teaching practice;Video-based system
Date:	2010
Issue Date:	2011-07-06 23:27:28 (UTC+8)
Abstract:	職前教師的科技能力培育至為重要，為其日後在教學中使用科技奠下關鍵性基礎。但在實施時，往往面臨理論與實務明顯脫節的現象，因此之前的計畫已經完成「科技融入教學現場影片案例」網站的建置，提供職前教師觀摩教學現場影片的機會，並且藉由討論分析，構思可行的教學應用，以有助於連結課堂理論與現場實務。然而「教學」乃具高度複雜性與技能性的專業活動，必須從「實務經驗」中獲得精進與成長，因此本計畫擬透過與實務工作者的焦點訪談，蒐集並且確認中等學校教學現場的高槓桿實務，同時開發「影片導向專業發展」系統，藉由數位影片與網路科技、以及多媒體與超媒體技術之輔助，完整地紀錄與呈現教學實務，以利於實務的檢視、省思、分享與討論，進而達到專業成長的目的。易言之，本計畫打算建構一系統化、結構化的專業發展途徑，讓教師能夠有效地從自己的教學實務中學習，提升自己的教學專業。有鑑於教師的專業發展始於師資職前教育階段，而科技融入教學又為當前教育迫切需要，因此本計畫的高槓桿教學實務以及「影片導向專業發展」系統乃先針對師資生進行調查與設計，並且聚焦於科技融入教學的專業成長，未來將再擴及至實習教師與現職教師，成為完整連貫的教師專業發展系統。 It is very important to develop preservice teachers’ technology competencies so as to set a vital foundation for technology use in their future classrooms. However, there exist gaps between theory and practice. In view of this, a web site of “video case studies on technology integration” has been developed and implemented in the previous two-year research project for preservice teachers to observe videos on authentic classroom teaching and to develop feasible technology applications following cases analysis and discussion. While “teaching” has been considered as a professional activity with high complexity and skillfulness, practical experiences are necessary for professional growth and advancement. Therefore, in this year’s project, interviews with practical workers will be conducted to collect and identify high-leverage practices in the secondary school classrooms. Furthermore, a web system of “video-based professional development” (VB-PDS) will be constructed to thoroughly record and represent teaching practices by the use of digital video, web technology, multimedia and hypermedia for easy examination, reflection, sharing and discussion in terms of teaching practices for professional development. In other words, this project intends to design a systematic and structural approach for teacher professional development. In so doing, teachers are able to learn effectively from their practice of teaching to increase their teaching expertise. In view that teachers’ professional development begins at the period of teacher preparation, and “technology integration into instruction” is an urgent demand in today’s environment, this project’s high-leverage practice and professional development will focus on students in teacher education programs and on development in technology integration. In the future, this system will be expanded to include student teachers and in-service teachers, and thus will become a complete integrated system for teacher professional development.
Appears in Collections:	[Master's Program, Graduate Institute of Curriculum and Instruction] Research Paper

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