Exploring the pedagogical content knowledge of International Baccalaureate Chinese teachers in the practice of concept based curriculum & instruction = 探討國際文憑課程(IB)中文教師的教學知識內涵(PCK) : 以概念驅動課程(CBCI)的實踐為例

Abstract

The concept-based curriculum and instruction (CBCI) approach, proposed by Erickson (2002), emphasizes the mastery of key concepts and the formation of generalized understanding, and the application of knowledge in new contexts. The International Baccalaureate Organization (IBO) has been implementing CBCI in the language subject of the Diploma Programme (DP) in IB schools since 2019 (IBO, 2019). Understanding how teachers comprehend, deal with, and adapt to these new curricula, teaching and assessment principles and methods is often pivotal to the success implementation of educational reforms. The research question is " Exploring the Pedagogical Content Knowledge of International Baccalaureate Chinese Teachers in the Practice of Concept Based Curriculum & Instruction." The main focus is to investigate the PCK of IB Chinese teachers and their adaptation and development during curriculum reform, particularly how they understand and apply concept-based curriculum and instruction. The concept of Practical Content Knowledge (PCK), which was firstly introduced by Shulman refers to the integration of subject matter and pedagogy, is well-recognized as teachers’ specialized knowledge. This study analyzes the development and changes in teachers' PCK at different stages of the new curriculum reform based on the six dimensions of PCK analysis by Park & Oliva (2008), including orientation of teaching, knowledge of instructional strategies, knowledge of student’s understanding, knowledge of assessment, knowledge of curriculum, and teacher efficacy. The study combines the Integrated Model of Teacher Professional Growth (IMTPG) to understand the factors of teacher change and their relationships with different domains, including personal domain, external domain, practice domain, and consequence domain, to explore whether there are specific influencing pathways for these changes. This study adopted a case study design and selected three cases using purposive sampling. The participants were Chinese language teachers in the IBDP from different IB schools. Data collection methods include in-depth interviews, document analysis, and classroom observations. Thematic analysis is used to analyze the data. The results showed that CBCI has a positive impact on the development of teachers' PCK.This includes rethinking teaching approaches, placing greater emphasis on cognitive development, and simultaneously enhancing the knowledge level of the curriculum. Teachers can connect knowledge points through concepts and demonstrate holistic thinking, but the development process exhibits individual differences and different trajectories, forming a recursive and progressive process. Furthermore, the teachers' developmental changes are influenced by various factors, with environmental changes promoting changes in other domains. Finally, the Integrated Model of Teacher Professional Growth provides a deeper understanding of the influencing pathways of teachers' PCK. The research findings revealed that in the context of CBCI curriculum reform, the practice domain and its interaction with other domains form a prominent network of growth. This study provides insight into the process of teachers' PCK development and inspires the gradual development of more effective and appropriate knowledge for teachers. 「以概念驅動課程」 (Concept Based Curriculum & Instruction簡稱CBCI，Erickson，2002)的理念，是透過掌握關鍵概念、形成概括性的理解，再將知識遷移到新的情境中加以應用。國際文憑組織(International Baccalaureate Organization，簡稱IBO) 自 2019 年起於其國際文憑學校(IB學校)預科課程(DP)中的語言科全面推行CBCI（IBO，2019）。在面對課程改革，了解教師如何理解與適應尤為重要，這往往是改革成敗的關鍵。本研究問題是「探討國際文憑課程(IB)中文教師的教學知識內涵(PCK)——以概念為本的課程與教學(CBCI)實踐為例」，主要是探究IB中文教師的PCK及其在課程改革中的適應與發展，特別是如何理解和應用以概念為本的課程與教學。 Shulman提出教師教學知識內涵 (Practical Content Knowledge，簡稱PCK) 這一概念，指的是「科本內容和教學法的結合」，屬教師專有知識。本研究的理論框架以Shulman提出的PCK概念為基礎，並結合Park & Oliva (2008)對PCK的六個維度進行分析，進一步探討教師在不同階段的PCK發展變化。此外，研究也運用教師專業成長互聯模型（Integrated Model of Teacher Professional Growth， IMTPG）來理解教師在個人、外在、實踐及實踐結果四個領域的變化及其相互關係，以了解教師改變因素是否有特定影響因素路徑。 本研究採用個案研究設計，根據「目的性取樣」原則選出三個現職IBDP中文教師為研究對象，研究方法採用深度訪談、文件分析、課堂觀察等收集資料數據，並以主題分析法分析數據。 研究結果顯示在IBO課程改革這背景下，教師PCK有正面的發展，包括重新思考教學取向，更重視思維發展，同時提高了課程的知識水平，能以概念串連知識點，展示了整體性思考。然而，其發展呈現個體差異性及不同的發展軌道，是一個往返推進的過程。此外，個案教師的發展變化又受到不同因素的影響，其中環境變化更會促進其他領域變化。最後，IMTPG模型的分析顯示實踐領域與其他領域互為影響而形成的成長網絡更顯突出。總之，本研究深入瞭解了教師PCK變化的過程，及其影響因素路徑，對教師逐漸發展出更有效和適切的知識帶來啓發。