| Summary: | 碩士 === 國立彰化師範大學 === 科學教育學系 === 85 === The purpose of this study was to investigate the needs and
sources of theseneeds teaching needs in two beginning science
teachers. One majored in hysics and the other majored in
chemistry. In addition, the relationship between classroom
practice and teachers'' needs, the transformation of theseneeds
and the causes of these needs were explored.
A qualitative research design was used for this study
during thefirst semester of 1995. Data was gathered from
classroom observations,questionnaires, interviews, and some
related information. This variety of datasources allowed for
triangulation to validate the results of
thisinvestigation.
Results of this investigation indicated that the teachers''
initial needs were to maintain the regular operation of
teaching activities. Their initialfocus was on how to present
subject matter coherently rather than focusingstudents''
abilities on understanding subject matter. However, the
teachers''needs at the end of the semester indicated a
gradual growth in teachers''professional knowledge. Their
concerns changed from focusing on the teacher to focus on
students and their needs. In addition, this study found that
teachers with different characteristics and beliefs developed
different needs.Above all, teachers used different methods
and had differen expectations toward different classes
depending upon their evident degrees of earning. These
differences led to different models of teachers'' needs. Four
factors were noted to affect the transformations of the
two teachers'' pedaogical needs:(a) classroom discipline, (b)
the pressure of teaching progres, (c)subject matter
knowledge, and (d) the influence of students''abilities and
motivation. Further, there were two minor factors influencing
teachers'' needs. One was teachers'' beliefs toward science
teaching and the other was their colleagues.
Consequently, the formation and transformation of the beginning
eachers'' needs were most influenced by teaching context.
The various asects of classroom management,pressure of
teaching progress and perceived inadquacy of subject matter
knowledge were the most common obstacles to effectie teaching.
Consequently, the teachers felt pressure to solve these
problems as soon as possible. Therefore,attention to
classroom management and the development of professional subject
matter knowledge should be the primary focus of both
preservice and inservice teacher educational programs.
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