A Case Study on Practical Knowledge of an Expert Teacher and a Beginning Teacher in Elementary Schoo

• Main Authors: Chia-Pi Hsu, 許家碧
• Other Authors: JINNY-TSAIR LIN
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/12388149629510259718

碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 93 === The purpose of this research is to investigate the practical knowledge and the resources when they were conducting their class, and furthermore, to compare the differences with them. The study collected information from classroom observations, interviews and the analysis of documents, and then the results are listed as follows: 1. The practical knowledge of two teachers is divided seven categories: curriculum knowledge, knowledge of self, knowledge of subject, general pedagogic knowledge, instructional knowledge, knowledge of milieus and knowledge of learner, and however, they are not established individually but affected between all of them. 2. Expert teacher consult diversified information to devise courses, place importance on intrinsic motivation and incline to the teaching strategy about what students think. Besides, they also consider what happen to students when teaching, emphasize goals of learning, provide students with some conception and principled knowledge, and establish the situations of sharing and discussing in their classroom. 3. Beginning teacher devise courses according to present contents, place importance on molding extrinsic behavior, incline to the teaching strategy about contents of courses, disregard what happen to students when teaching and emphasize goals about job. For lack of systematic knowledge, nevertheless, they usually only perform apparent knowledge and establish the situations of fewer interacting between teachers and students in the class. 4. The main resources for the practical knowledge of expert teacher, for the most part, come from the experience of occupying assistants and learning more. On the contrary, the resources for the practical knowledge of the beginning teacher are originated from the practical experience of teaching as a student teacher. According to our conclusions, the suggestions were as follows： 1. Knowledge of curriculum, subject, instruction, and abilities for knowing students, and realizing the practical knowledge comprehensively are the things that beginning teachers have to learn and study more earnestly. 2. Supportable situations should be granted from administrations of schools that have to provide conversations between beginning teachers and expert teachers to allow teachers to experience theory and practice in advance. 3. Issues about education policy for self-contained class should be criticized and discussed. 4. In the future, the investigations for the development and establishment of the practical knowledge should be researched more comprehensive in long-term. In addition, other compared researches towards expert teachers and beginning teachers that teach the identical courses should be studied as well.