Exploration of promoting teachers' professional development through Confucian culture module = 透過儒家文化知識單元課程提升教師專業發展探究

Abstract

The objective of this study is to explore how teachers implement the school based curriculum. Lesson Study was adopted to explore the situation and changes of teachers’ practice of “School-based Confucian Culture Module”. The Interconnected Model of Professional Growth (IMPG) has been used to analyse the process and characteristics of a novice teacher and an experienced teacher’s professional growth. The two Chinese teachers who were picked to partake in this study were from the same school, and they taught a six week module to one of their F.1 classes. Collecting and analyzing data from teachers and students, to analyze how the two teachers can enhance their teacher professional development through the practice of the “School-based Confucian Culture Module”. Teacher interviews and classroom observations were conducted at various stages of the study. Moreover, student interviews, reflective assignments as well as reading tests were collected. The results of this study show a novice teacher and an experienced teacher practice the “School-based Confucian Culture Module” through Lesson Study guided by an expert teacher. The structure of the study provided them with a lot of opportunities to reflect upon their teaching practices and be inspired by their peers. They had a chance to modify and trial new teaching methods After the completion of the “School-based Confucian Culture Module”. The study has shown that they have acquired the teaching methods that enhance students' learning motivation. The teachers not only have enhanced their Pedagogical Content Knowledge(PCK), but also have a positive change in their teaching beliefs and attitudes. The IMPG was used to analyze the characteristics of the growth process of the two teachers. The result will enable schools and teachers to further understand the factors and needs they will need to consider when they plan their career goals or professional enhancement.

本研究計劃主要探究教師如何透過實踐校本課程獲得專業發展。整個研究利用課堂研究模式，探究教師實踐「儒家文化知識單元課程」的情況，以及在學科教學知識、教學信念及態度上的轉變，並利用專業發展關聯模型分析新手教師及經驗教師專業發展的過程及特點。 本研究對象來自一所中學的兩位不同資歷的中國語文科教師，研究採用行動研究方法，教師透過課堂研究模式進行為期六星期課程。研究員通過收集和分析教師及學生的資料，分析兩位教師如何通過「儒家文化知識單元課程」的實踐，提升他們的教師專業發展。有關教師的研究資料，包括課堂觀察和教師訪談；有關學生的研究資料，包括學生閱讀測驗成績、反思課業和訪談。 本研究結果顯示，新手教師和經驗教師通過專家教師指導的課堂研究，實踐「儒家文化知識單元課程」。兩位教師相互協作實踐、檢討及修改課程，並在教學上不斷反思，逐步掌握教授文化課程和提升學生學習動機的方法。兩位教師完成課程後，不但提升了學科的專業教學知識，同時也在教學信念及態度方面有正面的轉變。 本研究採用專業發展關聯模型分析新手教師和經驗教師的成長過程及特點，研究結果有助了解教師專業成長的因素及需要，並能為教師專業發展作長遠規劃。