| Summary: | 博士 === 國立臺北教育大學 === 教育政策與管理研究所 === 96 === The main purpose of the study was to explore the process and influential factors of teacher’s pedagogical transformation of curriculum and to construct an illustrative framework. Meanwhile, the study tried to find out the potentiality of teachers in transforming curriculum pedagogically and the ways to improve teachers’ curriculum consciousness and teaching ability to make transformation and change possible.
To achieve the goal of constructing this pedagogical transformation of curriculum framework, the researcher built a tentative framework based on her own teaching experience and review of relative literature. The researcher then conducted an empirical case study on two elementary teachers about their pedagogical transformation of curriculum to examine the suitableness of this tentative framework. After the tentative framework had been modified based on the findings of this study, a new and more suitable framework was constructed.
The study adopted the viewpoint of Pettigrew’s “the discriminating interaction between the structure and the action” to explore the important factors that affected the two teachers’ pedagogical transformation of curriculum in school, a small social system. The researcher borrowed an idea from Pettigrew’s works to put two dimensions --horizontal and vertical-- onto the tentative framework to illustrate how teacher’s curriculum transformation was influenced by related factors. The tentative framework led the researcher to find out that teacher’s pedagogical transformation of curriculum was affected by four factors of norms, roles, structure and cohesiveness in school which resulted from the function of systems on biological, psychological, social, and cultural factors. These four factors had a characteristic of structuration which featured the curriculum transformation action of teachers in school.
However, the tentative framework was short of providing people with a kind of action knowledge and thus could not inform teachers about how to improve their practice. Therefore, based on the findings of this research, the researcher added three kinds of function other than the “systems” of the tentative framework to the new framework. They are human diversity, directionality and double-loop learning. Being connected with humanity, the new framework is able to guide us to understand more of teacher’s pedagogical transformation of curriculum and the possibility of pedagogical change.
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