國小數理教師教學專業能力類型之探討

A Study on the Classification of Elementary School Mathematics/Science Teachers Regarding Their Professional Teaching Competence

國小數理教師的教學專業能力及其影響因素包含範圍至為廣泛。本研究資料來自國科會區塊計畫「科學/數學教師專業發展問卷」施測結果。本研究使用群集分析技術對上述資料主要選取七個分量表125題，有效問卷1,298份，目的在了解國小數理教師教學專業能力的類型。其七個分量表為「課程計劃及教學設計」、「教學活動的安排」、「新建構主義學習環境的營造」、「探究教學及數理教學知識的個人數理教學效能」等四個教學專業能力的分量表，以及影響教師教學專業能力的「進修動機─加強專業能力」、「進修方式」、「進修主題」等三個分量表。研究結果顯示，可將國小數理教師分成三個集群：「熟練型」、「中等型」和「基礎型」。在分群過程中，「進修主題」扮演最重要的角色；而平均分數最低的分量表是「進修方式」。上述三群教師的人口特徵是:「熟練型」教師有顯著較多的科任、組長及主任，「中等型」老師在大型學校顯著較多，而「基礎型」教師則多為小型學校、級任、6-10年資和非數理系所。文中最後分別針對各群教師在進修課程和進修方式上提出建議。

 

There is a wide range of variation among elementary school mathematics/science teachers’ professional teaching competence and the associated influencing factors. The data analyzed in this study came from a national survey conducted by a research project supported by the National Science Council, using a Mathematics/ Science Teachers’ Professional Development Questionnaire. Results from the above questionnaire involved 7 subscales, 125 items, and 1,298 valid respondents. Using cluster analysis technique, this study aims at studying the classification of elementary mathematics/science teachers’ professional teaching competence. The professional teaching competence dimension consists of 4 subscales, Curriculum Plan and Instructional Design, Instructional Activity Arrangement, New Constructivist Learning Environment Survey, and Self-Efficacy toward Inquiry Teaching and Pedagogical Content Knowledge (PCK) for M/S Teaching. In addition, the associated influential factors dimension consists of 3 subscales, Motivation toward Professional Development (PD) in Terms of Promoting Professional Teaching Competence, Types of PD Activities, and PD Topics. Based on scores obtained from the 7 subscales, the results indicate that the participating teachers could be divided into 3 clusters, “proficient”,“medium”, and “basic ”. It was noted that the PD Topics subscale played a dominant role in the classification of teachers, and that the average score for the PD Activities subscale was the lowest. Teachers in the “proficient” cluster were found to consist mainly of subject teacher, division chiefs, and directors. Those in the “medium” cluster were found to belong significantly to large schools, while teachers in the “basic” cluster were found to belong significantly to small schools, and serve as class teachers, with 6-10 years of teaching experience and being non-M/S majors. Finally, in order to meet the professional development needs for different types of teachers, the authors offered suggestions regarding the planning of courses and types of activities to be included in their PD programs, respectively.