• 作者： 簡頌沛; 吳心楷
• 作者服務機構： 國立臺灣師範大學科學教育研究所
• 中文摘要： 本研究目的是從Lave和Wenger（1991）的情境認知與Wenger（1998）的實務社群觀點，來分析實習教師在一學年的實習歷程中教學實務參與及身分的轉變，並藉由參與過程中的互動探討資深教師對於個案實習教師的可能影響。研究期間，針對兩位個案教師及其輔導與資深教師，分別收集了訪談、教學錄影、教室觀察、相關文件與教案等質性資料。研究結果呈現兩種不同的實務參與軌跡：化學個案教師是由周邊（peripherality）而逐漸核心參與的軌跡，物理個案教師則呈現持續保持於邊緣（marginality）的參與程度。化學個案教師的信念與知識均呈現轉變，轉變過程涉及個案教師與所有資深教師的多元互動和個案教師自行的決定，較少來自輔導教師直接的影響。化學個案教師並充分利用教學觀摩與資深教師的教案，將社群中共享的教學資源作為自己發展實務知識的基礎。在整學年中，物理個案教師多處於邊緣參與，此軌跡限制了其和資深教師的互動，因此較難發現此個案教師受資深教師的影響情形，反而是和大學同學的互動為物理個案教師帶來較多實務上的轉變。
• 英文摘要： Taking a perspective of situated cognition (Lave & Wenger, 1991), this case study explored two pre-service science teachers'' learning trajectories and investigated how their identities changed under the influence of other experienced teachers. Multiple sources of qualitative data, including video recordings of teaching, interviews, and classroom observations were collected from the two pre-service teachers (teaching chemistry and physics) and 11 experienced teachers. Two different tra-jectories emerged from the data analyses. The chemistry pre-service teacher gradually increased her level of participation and engaged in more core practices of the community. However, the physics pre-service teacher stayed marginal due to her consistent lack of participation. Additionally, experienced teachers had differential influences on the two pre-service teachers. After interacting with experienced teachers, the chemistry teacher integrated the shared repertoires and experiences into her own teaching. On the other hand, the physics teacher''s marginal participation restricted her interactions with other teachers; her identity therefore did not change and her learning trajectory was not influenced by the experienced teachers.
• 中文關鍵字： 情境認知、合法周邊參與、實務社群、實習教師
• 英文關鍵字： Situated Cognition, Legitimate Peripheral Participation, Community of Practice, Pre-service Teacher