| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 88 === This study is to investigate the influence of preservice physics teachers’ conceptions of teaching on the instructional design and practice, as well as the influence of microteaching and classroom observation on the preservice physics teachers’ conceptions of teaching. The subjects of this study are three preservice physics teachers, two males and one female, who were completing undergraduate degrees in National Chang-hua University. The main data resource was the interviews that carried out before and after microteaching, and after classroom observing. The other data collection included the instructional planning, work sheets, and personal journals in the microteaching course. As far as the procedure of data analysis is concerned the triangulation was adopted to establish the validity and result of the research.
The results of the research show that the teaching conceptions of three preservice teachers are not the same to each other. Two of three preservice teachers are lack of the knowledge and experience about the cognition of student learning, but the other one could think about the instructional design and help students to learn through the viewpoints of students’ learning cognition. In the light of data analysis, the different teaching conceptions among the three preservice physics teachers result from the different amount of teaching experience that the preservice teachers had owned originally. In addition, the study finds that the preservice teachers’ teaching conceptions affect the design and planning of instruction activities indeed, and also affect the behavior and action of the preservice teachers in the teaching practice.
As to the activities of microteaching and classroom observation, these activities make different influence on the three preservice teachers. The activities of microteaching make the preservice teachers who have less teaching experience progress in the behavior of instruction, but the influence of microteaching on the preservice teacher who has more teaching experience is not profound. The activities of classroom observation can help the preservice teachers realize the real and complex aspects of instruction and classroom indeed, and change the ideal conceptions of teaching that the preservice teachers had owned originally.
As a whole, the amount of teaching experience that the preservice teachers had owned originally will affect the degree of the preservice teachers’ thinking about instructional design, and the microteaching and classroom observation have important influence on the progress of preservice teachers’ teaching. Because the preservice teachers who have less teaching experience focus more on the skill and representation of teaching, they have obvious progress and realization in the teaching behavior during the activities of microteaching and classroom observation. Therefore, the future programs of teacher education should attach the importance to the teaching experience that the preservice teachers had owned originally, and provide the assistance to promote the teaching competency of preservice teachers. Above all, this study suggests that the programs of teacher education should provide the preservice teachers with the opportunities of field teaching, and sharing experience with the professional teachers.
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