Abstract
本研究整理了教師實踐知識理論的源頭，提出以敍事探究 (narrative inquiry) 作為研究方法的角度對學校中教師的實踐知識的變化作出整體分析；同時從人類學民族志 (ethnography) 研究方法的視角，對比日常情境中專業人士的實踐知識與學校情境中教師的實踐知識。這兩個研究方法的角度令教師實踐知識的研究有新的發展。
Following the research tradition on teachers’ practical knowledge, this study examined it from the perspectives of methodology on narrative inquiry and ethnography. Some new opinions were formed to understand teachers’ practical knowledge and the implementation of the research methods above. Based on literature review, the nature of teachers’ practical knowledge in school context was discussed. Some opinions were offered to conduct the implementation of the two research approaches above. Copyright © 2011 Hong Kong Teachers' Centre.
Following the research tradition on teachers’ practical knowledge, this study examined it from the perspectives of methodology on narrative inquiry and ethnography. Some new opinions were formed to understand teachers’ practical knowledge and the implementation of the research methods above. Based on literature review, the nature of teachers’ practical knowledge in school context was discussed. Some opinions were offered to conduct the implementation of the two research approaches above. Copyright © 2011 Hong Kong Teachers' Centre.
| Original language | Chinese (Traditional) |
|---|---|
| Pages (from-to) | 51-60 |
| Journal | 香港教師中心學報 |
| Volume | 10 |
| Publication status | Published - 2011 |
Citation
陸靜塵和李子建(2011)：學校情境中的教師實踐知識：敍事探究和民族志研究方法的視角，《香港教師中心學報》，10，頁51-60。Keywords
- 教師實踐知識
- 敍事探究
- 民族志研究方法
- Teachers’ practical knowledge
- Narrative inquiry
- Ethnography methodology
- Alt. title: Teachers’ practical knowledge in school settings: From the perspectives of narrative inquiry and ethnography methodology