File Download
  Links for fulltext
     (May Require Subscription)
Supplementary

postgraduate thesis: The knowledge construction of IB Chinese teachers in HongKong international schools

TitleThe knowledge construction of IB Chinese teachers in HongKong international schools
Authors
Issue Date2012
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Yung, W. [容運珊]. (2012). The knowledge construction of IB Chinese teachers in Hong Kong international schools : multiple case studies = Xianggang guo ji xue xiao IB Zhong wen ke jiao shi de zhi shi jian gou : duo ge ge an yan jiu. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017890
Abstract本論文的研究題目是「香港國際學校IB中文科教師的知識建構:多個個案研究」,主要是透過結合理論分析和探究式訪談,探討香港地區IB中文科教師對IB中文課程的認識,初步歸納出當前香港地區IB中文科教師的知識結構。 本研究選取了三位職前受訓的IB中文科教師、兩位在職的IB中文科教師 和兩位大學的教師培訓者作爲本研究的研究對象,以半結構性訪談作爲主要的研究方法,所有的訪談都進行現場錄音,訪談內容則語譯成詳細的訪談提綱,並進行深入而詳細的分析。 本研究發現,在實習之前,三位職前教師只是知道一些關於IB中文課程的基本知識、考試模式等知識,對於真正的IB中文科的課堂教學知識並不知曉;而在實習之後,他們的知識建構有了較大的改變,除了進一步鞏固其IB中文課程的基本知識之外,還掌握到了一些具體的教學法知識、課堂管理的知識。 至於在職的IB中文科教師方面,本研究發現兩位在職教師和職前教師一樣,都具備了對IB中文科的學科知識、課程知識以及學科教學知識。而由於他們在教學上具備多年的經驗,因此他們和職前教師相比,還具備了有關學生的背景的知識、其他教育背景的知識、掌握時事新聞的知識、跨學科和跨文化的知識等等。 而在大學教師方面,本研究發現大學的教師培訓者在設計IB中文科教師培訓課程時,能夠針對職前和在職的IB中文科教師的需要,把課程的重點放在教學法和研究法裡,致力把世界最先進的第二語言教學的理論、教學的方法傳授給IB中文科教師,為香港及全球的學校培養中文作爲第二語言的老師和IB中文科教師。 研究員在上述研究發現的基礎上,提出一些改善目前IB中文科教師培訓課程、教師自身的知識建構、IB中文科教師培訓課程的教學內容,以及發展有效的師資培訓模式和教學方法等建議。本研究對於IB中文科教學的理論探討、IB中文科師資培訓的課程設計,以至香港地區的IB中文科教學狀況的研究都具有參考價值。 The topic of this research is the knowledge construction of IB Chinese teachers in Hong Kong International Schools: Multiple case studies, mainly to explore the different stages of teachers’ knowledge construction through theoretical analysis and interview, and sum up objectively the current process of knowledge construction for teachers in International Baccalaureate (IB) Chinese Language courses in Hong Kong. There were three kinds of research participants in this study, including three pre-service IB Chinese Language teachers, two in-service IB Chinese Language teachers and two teacher trainers in the university. The participants had the semi-structured interviews with the researcher in the study. The researcher had in-depth discussion on the topic of IB Chinese Language courses, audio-recorded all the interviews and transcribed all the conversations into protocols for in-depth analysis. This study found that, before the internship, the three pre-service teachers only knew some basic knowledge on the mode of examination of the IB Chinese Language courses, they did not know any teaching knowledge of the real IB Chinese Language class. But after the internship, there were some significant changes on their knowledge construction, in addition to further consolidate their basic knowledge of the IB Chinese Language courses, they grasped the specific knowledge of pedagogy and classroom management. As for the in-service IB Chinese Language teachers, this study found that two in-service teachers just like the pre-service teachers, they knew the knowledge on the IB Chinese Language subjects and curriculums, and the knowledge on pedagogy. However, to compare with the pre-service teachers, as the in-service teachers had got a lot of experiences in teaching, they also knew the knowledge on the students' background and the mastery of other educational background, they knew the knowledge on current events as well as the interdisciplinary and cross-cultural knowledge and so on. For the university teachers, this study found that when the teacher trainers in the university designed the IB Chinese Language teacher training courses, they could meet the needs of the pre-service and in-service IB Chinese Language teachers. The courses focused on the teaching methodology and research methodology, they tried to teach the IB Chinese Language teachers with the most advanced second language teaching theory and teaching methods in the world, to train the IB Chinese Language teachers and the teachers in Teaching Chinese as a Second Language for the IB schools in Hong Kong and around the world. On the basis of the above-mentioned study, the researcher made some recommendations for the IB Chinese Language teacher training courses. The emphasis was to improve the teachers' own knowledge construction, improve the teaching content of the IB Chinese Language teacher training courses, and develop some effective teacher training models and teaching methods. All in all, this research is helpful for exploring the theory and curriculum design of the IB Chinese Language teaching, as well as the research on the IB Chinese Language teaching in Hong Kong.
DegreeMaster of Education
SubjectChinese language - Study and teaching (Secondary) - China - Hong Kong.
Chinese teachers - Training of - China - Hong Kong.
International baccalaureate - China - Hong Kong.
Dept/ProgramEducation

 

DC FieldValueLanguage
dc.contributor.authorYung, Wan-shan.-
dc.contributor.author容運珊.-
dc.date.issued2012-
dc.identifier.citationYung, W. [容運珊]. (2012). The knowledge construction of IB Chinese teachers in Hong Kong international schools : multiple case studies = Xianggang guo ji xue xiao IB Zhong wen ke jiao shi de zhi shi jian gou : duo ge ge an yan jiu. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017890-
dc.description.abstract本論文的研究題目是「香港國際學校IB中文科教師的知識建構:多個個案研究」,主要是透過結合理論分析和探究式訪談,探討香港地區IB中文科教師對IB中文課程的認識,初步歸納出當前香港地區IB中文科教師的知識結構。 本研究選取了三位職前受訓的IB中文科教師、兩位在職的IB中文科教師 和兩位大學的教師培訓者作爲本研究的研究對象,以半結構性訪談作爲主要的研究方法,所有的訪談都進行現場錄音,訪談內容則語譯成詳細的訪談提綱,並進行深入而詳細的分析。 本研究發現,在實習之前,三位職前教師只是知道一些關於IB中文課程的基本知識、考試模式等知識,對於真正的IB中文科的課堂教學知識並不知曉;而在實習之後,他們的知識建構有了較大的改變,除了進一步鞏固其IB中文課程的基本知識之外,還掌握到了一些具體的教學法知識、課堂管理的知識。 至於在職的IB中文科教師方面,本研究發現兩位在職教師和職前教師一樣,都具備了對IB中文科的學科知識、課程知識以及學科教學知識。而由於他們在教學上具備多年的經驗,因此他們和職前教師相比,還具備了有關學生的背景的知識、其他教育背景的知識、掌握時事新聞的知識、跨學科和跨文化的知識等等。 而在大學教師方面,本研究發現大學的教師培訓者在設計IB中文科教師培訓課程時,能夠針對職前和在職的IB中文科教師的需要,把課程的重點放在教學法和研究法裡,致力把世界最先進的第二語言教學的理論、教學的方法傳授給IB中文科教師,為香港及全球的學校培養中文作爲第二語言的老師和IB中文科教師。 研究員在上述研究發現的基礎上,提出一些改善目前IB中文科教師培訓課程、教師自身的知識建構、IB中文科教師培訓課程的教學內容,以及發展有效的師資培訓模式和教學方法等建議。本研究對於IB中文科教學的理論探討、IB中文科師資培訓的課程設計,以至香港地區的IB中文科教學狀況的研究都具有參考價值。 The topic of this research is the knowledge construction of IB Chinese teachers in Hong Kong International Schools: Multiple case studies, mainly to explore the different stages of teachers’ knowledge construction through theoretical analysis and interview, and sum up objectively the current process of knowledge construction for teachers in International Baccalaureate (IB) Chinese Language courses in Hong Kong. There were three kinds of research participants in this study, including three pre-service IB Chinese Language teachers, two in-service IB Chinese Language teachers and two teacher trainers in the university. The participants had the semi-structured interviews with the researcher in the study. The researcher had in-depth discussion on the topic of IB Chinese Language courses, audio-recorded all the interviews and transcribed all the conversations into protocols for in-depth analysis. This study found that, before the internship, the three pre-service teachers only knew some basic knowledge on the mode of examination of the IB Chinese Language courses, they did not know any teaching knowledge of the real IB Chinese Language class. But after the internship, there were some significant changes on their knowledge construction, in addition to further consolidate their basic knowledge of the IB Chinese Language courses, they grasped the specific knowledge of pedagogy and classroom management. As for the in-service IB Chinese Language teachers, this study found that two in-service teachers just like the pre-service teachers, they knew the knowledge on the IB Chinese Language subjects and curriculums, and the knowledge on pedagogy. However, to compare with the pre-service teachers, as the in-service teachers had got a lot of experiences in teaching, they also knew the knowledge on the students' background and the mastery of other educational background, they knew the knowledge on current events as well as the interdisciplinary and cross-cultural knowledge and so on. For the university teachers, this study found that when the teacher trainers in the university designed the IB Chinese Language teacher training courses, they could meet the needs of the pre-service and in-service IB Chinese Language teachers. The courses focused on the teaching methodology and research methodology, they tried to teach the IB Chinese Language teachers with the most advanced second language teaching theory and teaching methods in the world, to train the IB Chinese Language teachers and the teachers in Teaching Chinese as a Second Language for the IB schools in Hong Kong and around the world. On the basis of the above-mentioned study, the researcher made some recommendations for the IB Chinese Language teacher training courses. The emphasis was to improve the teachers' own knowledge construction, improve the teaching content of the IB Chinese Language teacher training courses, and develop some effective teacher training models and teaching methods. All in all, this research is helpful for exploring the theory and curriculum design of the IB Chinese Language teaching, as well as the research on the IB Chinese Language teaching in Hong Kong.-
dc.languagechi-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.source.urihttp://hub.hku.hk/bib/B50178908-
dc.subject.lcshChinese language - Study and teaching (Secondary) - China - Hong Kong.-
dc.subject.lcshChinese teachers - Training of - China - Hong Kong.-
dc.subject.lcshInternational baccalaureate - China - Hong Kong.-
dc.titleThe knowledge construction of IB Chinese teachers in HongKong international schools-
dc.typePG_Thesis-
dc.identifier.hkulb5017890-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5017890-
dc.date.hkucongregation2012-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats