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This is a sharing corner of a project entitled "Studying Exemplary Teachers' Knowledge - A Pilot Study. The study aims to investigate how exemplary teachers enact teaching in classroom, to inquire on how exemplary teachers conceptualize specific classroom situations and what are the knowledge and skills they use in teaching. The construct of study is based upon a combination of terms in the literature which includes “knowledge-in-action” (Dewey, 1974), “practical knowledge-in-action (Van Manen, 2008), and “procedural knowledge” and “declarative knowledge” in social cognition research (Wyer & Srull, 1994). Shulman’s (1986) teacher knowledge framework is largely referenced in constructing the study. The pilot study attempts to explore the methodology and pilot test the feasibility of the study in smaller scale.
In this project, field studies on four secondary school teachers who teach Chinese Language, English Language, Mathematics and Liberal Studies were initiated in a local secondary school in Hong Kong, at least two researchers who are teacher educator were involved in observing each lesson and exchange of views between observers were a crucial step in data collection. The researchers are teacher educators from the research team. The methods of study include lesson observation, stimulated recall interview, post-lesson reflective record and survey. A total of thirteen classes were observed with an average of three lessons being observed for each teacher on a class in junior forms. The data analysis follows the rules of grounded theory; a protocol has been built upon multiple sources of data which has resulted to several areas of concern of teachers and the sequence of operationalizing teaching actions. The following sessions present a total of 20 films which demonstrate the effective teaching skills of the sample on specific topics. Please click on the table for browsing.
這是一個名為“模範教師如何教學---一個試驗性的研究”的分享園地。這個研究的目的是探討模範教師們如何在課室內進行教學，教師在教學時如何具體地將獨特的，不同的課室情景概念化，以及他們在教學的時候運用了什麽類型的知識和技巧。這個研究是建基於一系列包括了“行動中的知識” (Dewey, 1974)，“實踐性行動中的知識” (Van Manen, 2008)，社會認知研究(Wyer & Srull, 1994)裏的“程序性知識”及“陳述性知識”這些字眼的文獻之上。在構思這項研究時，很大程度的參考了Shulman（1986）的教師知識架構。這項研究嘗試小規模地去發掘方法學和先導測試研究的可行性。
在是次研究中，我們實地考察了來自香港本地中學，分別教授中文，英文，數學和通識科的四位教師。在觀察每一節課的時候，至少有兩位從事教師培訓工作的研究者會參與觀察，而研究者之間的意見交流是收集資料時的一個重要步驟。研究者們是研究隊伍中從事教師培訓工作的人士。研究方法包括了觀課，刺激回想訪問，課後反思記錄和調查。研究總共觀察十三個課節，平均每位老師都有三個教授初中班級的課節被觀察。數據的分析是基於理論的規則，而我們和複數的數據來源定下協議，而這導致老師們在某幾個方面的關注以及教學行為的順序。 下面的部份分別示範了在不同主題之下有效的教學方法。請點擊下列目錄觀看
Please cite as:
Lam, B. H., Chan, K. W. P., Cheng, C. K., Lim, C. & Zhang, Y. (2013). Studying exemplary teachers. Retrieved from https://aclass.eduhk.hk/