- 作者: CHIEN CHIN AND FOU-LAI LIN
- 作者服務機構: Department of Mathematics National Taiwan Normal University Taiwan, R.O.C.
- 中文摘要: In a previous article (Chin & Lin, 2000a) we reported the substance and structure of mathematics teachers' pedagogical values as well as methodological issues of conducting research into such values, based on a case study of an expert mathematics teacher. We considered values education from the level of clarification/articulation. In this follow-up paper, we provide some insights into the questions of "How can a teacher describe his pedagogical values explicitly in a concise and clear way to outsiders? " and "To what extent does this process relate to the teacher's classroom teaching?" We also discuss the process, characteristics, and factors relating to a teacher's clarification of pedagogical values. The understanding of these questions can also be significant both in teacher education and classroom teaching of mathematics. A five-stage cognitive transition, as represented by suspicion-awareness-trial-understandingclarification, is used to describe the process of a teacher's pedagogical value clarification. The two major social-interactive catalysts for pedagogical value clarification are interpersonal communication and pedagogical reflection, and the two indicators for examining the extent of clarification are narration and metaphors. It is through discussion, reflection, and communication that teachers articulate their own values about mathematics and mathematics teaching that ultimately improve their classroom teaching practices. As a result, the more mathematics teachers understand about their own pedagogical value positions, the more flexible they will be in their thinking about, and practice of, classroom teaching of mathematics. A crucial element for empowering a teacher’s classroom practice is his/her awareness of values in mathematics teaching. In this case, the more we understand about the processes, features, and mechanism of teachers' pedagogical value clarification the better position we will be in to develop relevant programs for educating mathematics teachers through pedagogical values. Findings of the present study, thus, enable us to move forward in developing relevant courses for teacher education of pedagogical values.
- 英文摘要: --
- 中文關鍵字: Identity, pedagogical identity, pedagogical value, pedagogical value clarification, value
- 英文關鍵字: --