科學課室中教師的教學覺察：國際比較觀點

This grant proposal aims to use a cross-cultural perspective to investigate teacher expertise that informs high-quality science teaching in four PISA high performing education systems: Australia, Hong Kong, Singapore and Taiwan. Employing teacher noticing as a lens to unpack teacher expertise that informs high-quality science teaching, this project unpacks factors that contribute to or constrain science learning in both theory and practical science lessons. The significance of the study can be described in terms of the following aspects: 1. Theoretically, this study will broaden our understanding of teacher noticing by: (a) attending to and analyzing the influences of socially and culturally constructed pedagogical traditions on teacher noticing. (b) considering the alignment between teacher and student noticing. (c) extending the research context to practical lessons. 2、 Methodologically, this study will provide an innovative methodology for teacher noticing investigation. 3、 Empirically/Professionally, through comparison, this study will help to understand the features of high-quality pedagogical practices in the four regions. Also, the research products can inform and be used for developing teachers’ professional vision in teacher education and professional development.