| Summary: | 碩士 === 臺北市立師範學院 === 數學資訊教育研究所 === 93 === A Case Study of the Professional Growth of Substitute Teacher’s Mathematic Teaching by Means of Peer Dialogue
Abstract
The purpose of this research is to observe dialogues among researchers and substitute teachers in terms of mathematic problem posing, creation of learning environment, and analysis of own teaching and students’ performance to investigate if peer dialogue can stimulate substitute teacher’s mathematic teaching and how peer dialogues stimulate substitute teacher’s growth of mathematic teaching. Issues of peer dialogues focus on substitute teacher’s “mathematic problem posing” “creation of learning environment” and “analysis of the control of own teaching and students’ performance.” The research takes the qualitative research method and collects data by means of on-site observation record, semi-constructive interview, teaching notes and other non-official data. Based on the abovementioned tools, this research investigates the correlation between peer dialogue and substitute teacher’s performance in terms of “mathematic problem posing” “creation of learning environment” and “analysis of the control of own teaching and students’ performance.”
The result of this research shows that by means of peer dialogue, a substitute teacher is capable of mastering the core concept of mathematic problem posing, recognizing and attempting to take students’ old and new experiences into account, but not able to actively diagnose students’ misconceptions by preparation of tests. In terms of creation of learning environment, after peer dialogues, a substitute teacher can gradually attempts to create an open environment stimulating students’ thinking; however teachers are the decision maker, so a constructive learning environment hasn’t been created yet. In terms of analysis of own teaching, after peer dialogue, substitute teachers can detect own deficiencies in mathematic teaching, but hasn’t yet taken an active solution. In terms of control of students’ learning, after peer dialogue, more effective evaluation methods have replaced previous evaluation based on students’ eye contact and loudness of answering a question. As for why a peer dialogue can stimulate professional growth of a teacher, there are two reasons: first, peer dialogues stimulate substitute teachers to detect own turning point in terms of teaching. Second, experience sharing among peers makes an ideal scaffold for substitute teachers ‘ teaching.
Based on the result, the researcher has reached following conclusions: Peer dialogue positively encourages substitute grade teacher’s reflective thinking and improves substitute teacher’s professional growth in mathematic teaching. Finally the researcher makes several suggestions for researchers’ and teacher’s future reference.
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