教師知識的不同詮釋與研究方法

Differences in Interpretations of Teachers' Knowledge and in Research Methods

本文的主要目的是從Festermacher所提之正式知識與實務知識的角度，剖析過程－結果研究；Elbaz、Eonnelly、Schon等人；Shulman等中，對教師知識所做的外顯明確或內隱不明的詮釋，及其所採用的研究途徑與方法。

The purpose of this article is to analysize from the stance of formal knowledge and practiceal knowledge proposed by Fenstermacher the explicit or implicit interpretation of the concept of teachers' knowledge made by the researchers of teachers' knowledge empirical research progeams as well as research approaches and methods employed by those programs.