• 作者： 陳國泰
• 作者服務機構： 文藻外語學院師資培育中心
• 中文摘要： 本研究旨在探討一位非自然科學本科系畢業的國小自然科專家教師的學科教學知識(PCK)之內涵，以及影響其發展的相關因素。為達成此目的，本研究採質化研究取向，蒐集資料以教室觀察與深度訪談為主，文件分析為輔。研究發現有二：(1)個案教師歷經一番自我成長後，已擁有豐富的PCK，包括教學目標知識、學科知識、學習者知識、課程知識、一般教學法知識及情境知識，且個案教師在充實學科知識後，再配合原有的非本科系專長(語文表達)及相關知識，使其PCK內涵具有本科系畢業專家教師所沒有的特色；(2)影響個案教師PCK發展的因素包括受教經驗的省思、自覺學科知識不足而閱讀科普叢書、同事的建議、教學體會、參加研習或成長團體、非本科系之專長背景等六項。
• 英文摘要： The main purpose of this study is to investigate a non-science major teacher's pedagogical content knowledge (PCK) and the factors related to its development. Qualitative research methods were used for this case study. Data were collected through naturalistic observations, interviews, and documentary analysis. The results are as follows: 1. After the case teacher's self-development, she possessed rich PCK, including knowledge of teaching goals, subject knowledge, knowledge of learners, knowledge of curriculum, knowledge of general pedagogy, and knowledge of contexts. The process involved absorbing related content knowledge, which then interacted with her non-science professional ability and related knowledge to develop a PCK distinct from experienced science major teachers' PCK. 2. The factors effecting the development of the case teacher's PCK include reflection from learning experiences, reading a series of science books after becoming aware of a deficiency in content knowledge, advice from colleagues, reflecting on teaching experiences, attendance at related research conferences or professional learning groups and having a non-science background.
• 中文關鍵字： 非本科系畢業之自然科教師、專家教師、教師專業發展、教師學科教學知識發展的相關因素、學科教學知識
• 英文關鍵字： Non-Science Major Teacher, Expert Teacher, Teacher Professional Development,Factors Affecting Teacher's PCK Development, Pedagogical Content Knowledge (PCK)