HOW IMAGES OF TEACHING CHANGE WITH EXPERTISE
HOW IMAGES OF TEACHING CHANGE WITH EXPERTISE
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教学形象如何随着专业知识而改变
DOI：
10.5926/jjep1953.44.2_176
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发表时间：
1996
影响因子：
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通讯作者：
K. Akita
中科院分区：
文献类型：
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作者：
K. Akita
为了探讨专业化过程中教师形象的变化，本研究以经验丰富的教师、新手教师、在大学里上过教师教育课程的学生和没有上过这些课程的学生为被试，在隐喻任务上进行了比较。他们被要求对三个主题进行隐喻：“课程，教师和教学”。教师和学生的隐喻数量几乎相同。但在隐喻的内容上，二者又有一定的差异。许多学生把教学看作是一种传递和日常工作，把教师看作是讲述者。相反，许多专家型教师的教学形象是与学生共同建设和管理不可预测的情况，教师是帮助者和支持者。这些结果表明，学生在成为教师之前，对教学有明确的先入之见，他们的教学形象随着专业知识的变化而变化。
In order to investigate how images of teaching change in the course of expertise, experienced teachers, novice teachers, students who took teacher education courses at the university, and students who didn't take them were compared on metaphor-making tasks. They were asked to make metaphors on 3 topics: "Lesson, Teacher and Teaching". Both teachers and students made almost the same amount of metaphors. In the contents of the metaphors, however, there were some differences between them. Many students had images of teaching as transmission and routine work, and of teacher as teller. On the contrary, many expert teachers had images of teaching as joint construction with pupils and managing unpredictable situations, and of teacher as helper and supporter. These results suggested that students had explicit preconceptions about teaching before becoming teachers and their images of teaching changed with expertise.