A Research on the Improvement of the Teacher Education for Professional Development of Science Teacher

本研究旨在厘清实习教师对科学教学的知识、思想和信念，探讨教师职前培训课程和教师在职培训对教师知识、思想和信念的影响，进而探讨教师教育对科学教师专业发展的促进作用。另一方面，对在职初任教师进行访谈，了解在职初任教师对初任教师培训内容的评价，以及他们对科学教学的知识、思想和信念。此外，还对他们的科学课进行了观察和记录。在此基础上，对在职初任教师专业发展的现状和存在的问题进行了分析和探讨，得出了一些结论。例如，人们认识到，在关于科学教学方法的讲座之前，一些实习教师对科学教学和科学教师有自己的看法，还有一些实习教师在讲座期间改变了他们的观点。但尽管讲课内容相同，但与实习教师的变化方式却是多种多样的。另一方面，在在职初任教师的专业发展方面，明确了小学教师与初中科学教师之间存在共性问题，个别问题因学校阶段而异，与每位教师S的科学教学观有关。然而，职前教师培训课程和对初任教师的正式在职培训被认为不足以解决这些问题。

The aims of this research are to clarify student teachers' knowledge, thoughts and beliefs regarding to science teaching, to consider the effect of pre-service teacher training curriculum and in-service teacher training on teachers' knowledge, thoughts and beliefs, and then to discuss the improvement of teacher education for professional development of science teachers.In this research various investigations were executed with regard to student teachers knowledge, thoughts and beliefs, and on the basis of the result their views of science teaching etc. were analyzed. On the other hand, interviews were executed to clarify in-service beginning teachers' evaluation of contents of beginning teacher training and their knowledge, thoughts and beliefs with regard to science teaching. Besides their science classes were observed and recorded. On the basis of the data the actual condition and problems of professional development of in-service beginning teacher were analyzed and discussed.As the results of the research there were some findings. For example it was recognized that there were some student teachers who had their own views of science teaching and science teacher before the lectures on science teaching method, and that there were other student teachers who had changed their views during the term of the lectures. But the ways of the changes were various with the student teacher in spite of the same lectures. On the other hand, it was clarified in regard to the professional development of in-service beginning teachers that there were common problems between elementary teachers and junior high school science teachers, specific problems depend on school stage, and problems in relation to each teacher' s view of science teaching. However pre-service teacher training curriculum and formal in-service training for beginning teacher were considered not enough to resolve these problems.