重新思考師資培育教學實作課程之設計與實踐：師資生教學知識應用與發展歷程之研究

Rethinking the Design and Practice of Practicum Courses in Teacher Education: A Study of How Teacher Education Students Apply and Develop Teaching Knowledge

本研究重新思考師資培育教學實作課程之實踐方式，發展「以學生學習表現回饋教學」五階段的實作模式，並於實作後分析師資生在教學實作中學科內容知識（CK）、一般教學知識（PK）與教學內容知識（PCK）的應用與轉化發展歷程，藉此探討其整體教學知識應用與發展所呈現的歷程樣態與取向。研究對象為17名修習「教學專業實作」課程之師資生，於國中班級情境中進行四次教學循環。研究採文件分析法，依READ流程（準備資料、擷取資料、分析資料、統整研究發現）分析教案與觀課、議課紀錄，並以CK、PK與PCK理論架構作為分析準則。研究結果顯示，師資生在觀課中能察覺學生於教材內容理解上的學習困難，然其教學回饋與教案調整多以PK或一般教學技巧為主，較少將受教學生的理解困難進一步轉化為以教材內容為核心的教學回應。此一結果顯示，師資生之整體教學知識發展在實作歷程中，從辨識受教學生理解到連結教材內容與教學回應之間，仍存在一段需要被支持的專業轉化歷程。研究指出，師資培育之教學實作課程若能以受教學生學習證據為導向，有意識地引導師資生連結學生學習困難與教材內容分析，將有助於其在教學實作歷程中逐步整合CK與PK，為PCK的生成提供支持條件。

This study examined the design and implementation of practicum courses in teacher education by developing a five-stage model named Teaching Practice Informed by Students’ Learning Performance. After the implementation of the courses, the study analyzed how teacher education students (TESs) applied and transformed their content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK) in teaching practice in order to identify the overall patterns in the application and development of their teaching knowledge. Seventeen TESs enrolled in a Teaching Practicum course participated in four instructional cycles in junior high school classrooms. This study collected data from preinstruction lesson plans, classroom observation and discussion records, and revised lesson plans. Document analysis was conducted in accordance with the READ (ready materials, extract data, analyze data, and distill findings) process by applying analytical criteria focused on CK, PK, and PCK. The findings revealed that the TESs could use CK to identify their students’ conceptual learning difficulties. However, they mainly relied on PK or general teaching techniques when providing feedback and completing lesson revisions, with limited transformation of content understanding into PCK in practice. This pattern indicates that in teaching practice, TESs’ professional development involves a transition from identifying young students’ learning difficulties to connecting content analysis with instructional responses, and they require further instructional support to do so. Considering these findings, this study suggests that practicum courses in teacher education can support TESs’ PCK development by encouraging TESs to use student learning evidence and guiding them to connect students’ learning difficulties with content analysis; this can enable TESs to more easily integrate CK and PK during teaching practice.