| Summary: | 博士 === 國立彰化師範大學 === 科學教育研究所 === 89 === The purpose of this study was to investigate junior high school teachers'' personal practical theories. The development and influence of practical theories were also examined. Three computer teachers from three diverse and culturally different schools were invited to participate in the study. Semi-structured interviews were the main source of data. In addition, classroom observations and various teacher produced materials were used to validate teachers'' practical theories. The major findings were as follows: 1. The scope and nature of the three teachers'' personal practical theories could be described and interpreted as (1) pedagogical knowledge: the goal of computer education, knowledge of education contexts, and classroom management, (2) subject matter knowledge: computer curriculum, idealized modes of using the computer, (3) pedagogical content knowledge of learners, knowledge representation, preparation, assessment, motivational strategies, students'' activities after school, (4) teachers'' beliefs: understanding students and self recognition of teachers'' roles. Specifically, teacher A seemed to have a skill-oriented personal practical theory. However, he shifted his theory to provide students with the opportunity to use and organize materials from WWW sources. Teacher B possessed a uniform-oriented practical theory, since he had a systematic education experience of becoming a qualified computer teacher. Teacher C''s instruction was influenced by his views of integrating school science and computers. 2. The process of developing teachers'' personal practical theories consisted of (1) observation and comprehension, (2) practice, (3) evaluation, (4) reflection, (5) revision and new comprehension. Reflection was the most significant process for the development of teachers'' practical theories. 3. The factors influencing the development of practical theories were past experiences of learning, personal traits and teaching situations. But, it must be remembered that different teachers'' practical theories were attributed to these three elements differently. Several recommendations were made for follow-up studies: (1) the construction of teachers'' practical theories should be considered in both preservice and inservice teacher programs, (2) larger samples of teachers should be studied and the duration of studies should be extended, (3) analysis of students'' achievement/performance in computer should be investigated, (4) are teachers'' practical theories content-specific or content-free?
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