數學種子教師專業知能內涵之探討
No Thumbnail Available
Date
2007-10-??
Authors
李佳陵
鍾靜
Journal Title
Journal ISSN
Volume Title
Publisher
國立臺灣師範大學研究發展處
Office of Research and Development
Office of Research and Development
Abstract
為確實推動九年一貫課程，相關的配套措施有其必要性，「數學種子教師」即是其中重要的角色之一。研究方法採問卷調查法為主，個別訪談為輔，透過文獻建構數學種子教師專業知能之內涵，再以統計方法驗證，並進一步了解在理想面與實務面上，數學種子教師專業知能內涵的差異為何，以及造成差異的原因。研究結果發現：數學種子教師專業知能內涵可分為：專業知識、人際領導能力及事務安排能力。此三個向度在理想面與實務面上以專業知識的平均值為最高。造成理想面與實務面差距的原因為：1.時間的有限；2.定位的釐清；3.資源的困乏
In the new Grades 1-9 school curriculum, the “mathematics teacher leader” plays an important role. Here we first discuss the necessary professional knowledge and abilities of the mathematics teacher leader, and then we explore what actual mathematics teacher leaders think about their own professional knowledge and abilities. We analyze the differences between the requisite knowledge/abilities on the theoretical and on the practical level, and discuss the reasons for these differences. According to our study, the professional knowledge/ abilities of mathematics teacher leaders may be classified into: professional knowledge, leadership competency, and practical matters abilities. The degree of leadership competency was also found to be a function of: whether the teacher has more than one job; the teacher’s professional status; and the amount of resources available to the teacher.
In the new Grades 1-9 school curriculum, the “mathematics teacher leader” plays an important role. Here we first discuss the necessary professional knowledge and abilities of the mathematics teacher leader, and then we explore what actual mathematics teacher leaders think about their own professional knowledge and abilities. We analyze the differences between the requisite knowledge/abilities on the theoretical and on the practical level, and discuss the reasons for these differences. According to our study, the professional knowledge/ abilities of mathematics teacher leaders may be classified into: professional knowledge, leadership competency, and practical matters abilities. The degree of leadership competency was also found to be a function of: whether the teacher has more than one job; the teacher’s professional status; and the amount of resources available to the teacher.