摘要

過去卅年，以「過程－成效」研究範式來探討教師行為與學生成績關係的研究報告大量發表。本文回顧了三個範疇的教師效能研究：首先是教師個別教學策略和技巧、繼而是理論教學模式、再而是教師認知和反省思考研究。廣義來說，「教學法」課程包括理論知識、方法知識、教學策略和模式、教師自覺和反思訓練、和實習經驗。將理論、策略和模式轉化成實踐經驗，實有賴教學實習和教師教學反思過程。現行教學法課程中最弱的就是這兩個環節，而教學反思訓練更全付厥如，這是師訓教育中一項致命的弱點。「教學法」 課程革新主要是將學理方法學習、實習前教程策劃訓練、實習教學與視導教學、實習後教學反思訓練四部份連結，構成一個有機組合。這不但可改進教師教學質素，還可改良教師思想質素。

Abstract

For the past thirty years, a large quantity of research studies have been conducted to investigate the relation between teacher behavior and student achievement under the process-product research paradigm. In this article, we have reviewed three areas of teacher studies: Firstly the teaching strategies and skills, secondly the theoretical models of instruction, and finally the teachers' cognition and reflective thinking. The curriculum of teaching methodology, broadly defined, comprises theoretical knowledge, methodological knowledge, teaching strategies and models, teachers' metacognition and reflection, and practice teaching. The transition or theoretical knowledge into classroom practice depends much upon the training experience of practice teaching and teachers' cognition and reflection. The latter two components appear to be the weaker ones of the present teacher education programmes. The curriculum reform, therefore, should aim at integrating the theoretical learning, the pre-practice training on the planning processes, the practice teaching and instructional supervision and the post-practice training on teachers' metacognition and reflection into an organic system. It is expected that this system will raise the quality of the classroom teaching and teachers' cognition, both of which are essential to the success of the teacher education programmes.

摘要

本文嘗試發展有關教師教育網絡的理論，以助提高教師教育的功能和效率。重新構想教師教育的意義和過程，可助我們理解教師如何由外在情境進行學習。學校、教育學院、教師中心、教育署、辦學團體，及教育學會或組織等不同功能的單位可連結成教師教育的網絡，由此可重新定義教師教育的外在條件和情境，提供不同教師教育的可能，以及更有效率運用資源，幫助教師專業發展。

Abstract

This paper intends to develop a theory of teacher education network that can enhance the effectiveness and efficiency of teacher education. Reconceptualization of the meaning and process of teacher education provides alternative perspective to understand how teacher can learn from the external context. As nodes or functional units, schools, faculties of education/colleges of education, teacher centers, Education Department, school sponsoring bodies, and educational organizations can be linked to form teacher education networks that can redefine the external context of teacher education, enhance the possibility of teacher education and use resources more efficiently to serve teaches' professional development.

Abstract

To maintain the quality in the teaching force, the use of control mechanisms is necessary. Drawn from research reports on teacher appraisal mainly with reference to the United States, the author suggests a general teacher evaluation framework, hopefully to be useful in Hong Kong and elsewhere, for the understanding of the quality control mechanisms. In this framework, six areas of teacher evaluation are identified, including evaluation of teachers, in-service new staff action, professional development, staff appraisal, state-controlled and peer-controlled licensure. Within each area, the governance and examples of quality control mechanisms with relative cost indications in terms of high, medium, and low are identified. Issues in the design and implementation of the evaluation mechanisms are discussed. It is also argued that, without a workable system of control mechanisms, the yield and dividents from the investments proposed in the Education Commission Report No. 5 are just hard to predict.

Abstract

An analogy has been drawn between the medical and the educational scenes, focusing on the clinical role that teachers cannot avoid. Yet it is argued that physicians are poorly prepared in medical education and teachers are not prepared at all in teacher education regarding caring and compassionate practice crucial to the clinical endeavor. A re-examination of the definition of the clinical role leads to the conclusion that the separation of remediation and prevention is illusory, especially when both dealing with troubled students and school-based prevention programs are considered as classroom realities for teachers.

Abstract

Any reform or reorganization of teacher education programs needs a rethinking of the objectives of teacher education. Although there has been too little discussion of the goals of teacher education among teacher educators who hold different basic viewpoints on teacher education, the author of this paper looks into some viewpoints of prominent scholars which mainly appear in teacher education journals. After brief and essential report and comparison of some different viewpoints, the author concludes that good and more adequate objectives for teacher education should be more inclusive and encompassing, including at least the acquisition of knowledge, the training of teaching skills and methods, the development of a mature personality as a teacher, the promotion of the understanding of the psychological and moral development of student, the fostering of an independent, inquisitive and reflective mind both in himself and in students, the concern for world peace, and the continue emphasis on educational research. All these should be important objectives for Hong Kong teacher education.

Abstract

Student evaluations of faculty have been widely used for measuring teaching effectiveness. However, many faculty members complain that such evaluations are biased by many extraneous variables and, consequently, do not reflect real differences in teaching effectiveness. Of the numerous extraneous variables that may constitute biases to the ratings, class size has been particularly controversial. Based on construct validation approach, this review of existing studies of the relationship between class size and student ratings indicates that student ratings are reasonably valid and relatively uncontaminated by class-size effect.

Abstract

The present paper looks at several aspects of the preparation of early childhood educators in Hong Kong, covering both kindergarten teachers and child care workers. After a brief description of the existing training provisions and their use, some findings are presented on how early childhood educators view their training. These indicate that, on the whole, there is not much satisfaction with early childhood teacher training. Some issues and problems of the system are discussed. Finally, suggestions for changing the existing system of early childhood educator preparation in Hong Kong are set forth.

Abstract

The intent of the researchers was to investigate whether there were relationships among the groups of first year, final year physical education majors, and the established physical educators on their perceived importance of 25 predetermined characteristics associated with successful teaching in physical education. The Physical Education Role Perception Instrument was utilized. A total of 217 subjects were surveyed. Results indicated that significant relationships of the overall agreement in the rankings of the statements among the three subject groups existed. Student teachers majoring in physical education were more aware of the knowledge in all aspects of the field whereas the established physical educators concentrated more on the instructional aspect of teaching and management of class discipline.