On the Action Strategy and Reflection Procedure for Teacher Educator of Mathematics Development Group

• Main Authors: Tsai-Pao Kuei, 蔡寶桂
• Other Authors: 林碧珍
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/95745380501973070418

碩士 === 國立新竹師範學院 === 數理研究所 === 90 === The purpose of this study was to explore the promotion model of mathematics development group by elementary school’s teacher. And found right paths to be a teacher educator by reflection and collaboration action research method. For example, how made the action procedure and strategy for teacher educator? What were the reflection contents for operation of development group, discussion materials, discussion quality and the research methods? The last target of this study was to realize effects for elementary school that attended the development group. The researcher was to be the promotion mirror of reflection. And found six action strategy for this study: lonely mirror, sweet mirror, magic mirror, from broken mirror to protect mirror, person was brought out from mirror and mirror as tools. There were three kinds of different data and reflection contents were collected that were skill-reflection, social interaction-reflection and critical-reflection. Depended on the meeting records, classes observation and interview of the group that data could help teachers’ promotion. These results leaded to the conclusions and the suggestions that we may consider the subject under the following heads: (1) The development group members should have three person for change viewpoints to each other. Because the teacher educator and the development group members were the peer relationship. They were the same status for scrimination and professionalism. (2) The teachers of the development group had different learning characteristics and reflection types that could be effect the corporate type. The new teacher educators who will follow this study and will ask for the partner. They should be consider the background and the personality of the partner, such as not in-field, modesty, reflection ability and faced the problems for self. (3) According to epistemology of operation of the development group that found good procedures that from passive to active by reflection and construct model. It could be reduce the teacher educator’s constraints and frustrations.