新住民語文教師學科教學知識發展之研究 Development of pedagogical content knowledge:A case study of new immergrant Teachers

Date
2017
Authors
吳瑋雯
Wu,Wei-Wen
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Abstract
本研究旨在透過探討五位新住民母語教師發展學科教學知識之理解及面對教學現場後其知識發展變化的新反思,本研究採用質性研究取向,蒐集資料方法以半結構式訪談為主。 本研究結論: (ㄧ)在課程與語文學科教學知識方面,新住民教師隨實際教學經驗與場域變化影響,發展趨於實用性 (二)在學習者知識方面,將培訓所學部分具體應用,面對異質多元學習者,透過互動與了解,努力調整改變教學方式,最後轉為與學習者和平共處 (三)在自我知識方面,原先帶著傳遞母國語言文化的信念使命、在面對教學現場震撼後,仍秉持正向思考,努力充實自我,反之,產生消極思考,甚至放棄繼續擔任母語教師一職 (四)在教學情境知識方面,整體社會政策環境看似重視母語教育,實質不然,新住民語文教師角色有名無實,教學待遇與一般教師相差甚遠。 本研究結論與建議期望能提供新住民教師、母語師資相關培訓單位、政府單位作為參考。
Native language teaching experiences for five new immigrants have been investigated in present study. In order to develop the new reflection of the understanding of teaching knowledge variation through experienced the teaching scene, qualitative research orientation and data collection methods are used for semi-structured interviews. The results show that the teaching experiences and scenes will both influence the discipline teaching knowledge. In the learner’s knowledge, to enhance the interaction and understanding then revise the suitable teaching policy can coexist with the multiculturalism learners peaceful. About the self-knowledge, new immigrant teacher will keep the positive thinking when they face to the shock in teaching scene. Otherwise, they may produce negative thinking then give up for being a teacher. Teaching surrounding knowledge, new immigrant native teachers have less attention than general teachers in Taiwan. In summary, present study can givesome suggestion for the training department of new immigrant native teacher.
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Keywords
新住民, 母語教學, 新住民語文教師, 學科教學知識, New immigrant, Native language teaching, New immigrant language teacher, Pedagogical Content Knowledge
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