| Summary: | 碩士 === 國立中正大學 === 教學專業發展數位學習碩士在職專班 === 100 === Teachers’ emotion and pedagogical content knowledge influence teaching efficiency, and peer coaching affects teachers' pedagogical content knowledge. This study aimed to explore the representation of emotional labor and pedagogical content knowledge on peer coaching the novice teachers teaching independent study for the gifted. Five teachers, who teach independent study for the first time, participated in this study. The data included the recording of class observation, the interviews and the analysis of conference documents, and the collection lasted twelve months. Based on the research objectives and methods above, the conclusions are as follows:
1. There are three types of emotional labor in peer coaching for the novice teachers in accordance with the interactive objects: the students, colleague teachers, and the administrative personnel. The results are as follows:
(1) The interaction with the students: four results are represented by the teachers - compromising / suppressive, threatening / exaggerated, easy and relaxed / fierce both in look and voice, concealing being lack of confidence / deliberately open-minded.
(2) The interaction with colleague teachers: four results are represented by the teachers – to shrink oneself / to ignore the embarrassment, to deliberately praise, to adjust oneself, to make compromises / to apologize with a smile.
(3) The interaction with the administrative personnel: four results are represented by the teachers –to contend tactfully, to tolerate/ to conform, to feel anxious and guilty, to feel helpless and depressive / to be careful and scared.
2.The changing process of PCK for the teachers teaching biological class study in peer coaching is divided into three stages: (1)the strengthening of the original concept and the revise of content knowledge, (2) to accept a new stimulus to cause new understanding and application of knowledge in teaching,(3)the new concept of teaching transfer.
3. The results of PCK changing for the teachers teaching biological class study in peer coaching are as follows:
(1) In curriculum design, teachers’ lecture in regular classes converted into teaching for individual student’s needs. According to students' interests, guide them to research and to be a producer of knowledge.
(2) The teachers realized the changes of students' knowledge through the results of the written test, but now they comprehend it through students’ research logs, learning, learning habits and their specialties.
(3) The teachers pay attention to students' life experiences, and the teaching is centered on students' life experiences.
4. The specific changes of teaching strategies for the teachers teaching biological class study in peer coaching are as follows:
(1) The teachers guided students with various questions to extend the time for thinking and helped them to internalize knowledge. Besides, the teachers motivated students to learn with different tones.
(2) The teachers scrutinized the research log to know the students’ learning outcomes and confusion, and changed the instructional design for the students’ needs, and completed the study with the log data.
(3) The teachers were knowledge givers, but now they are learning facilitators for reminding students, correcting concepts, consulting with, and providing resources.
(4) From concrete to abstract, teaching strategies are to read the work of excellent students first, to design the research, to do the research, to do the report writing, and to do the presentations.
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