!!!

(co-teaching)()
()()

318

6 2
-- 22

(co-teaching)
()
()()

319

Shulman(1987)(content knowledge, CK)

(general pedagogical knowledge, PK)(curriculum knowledge)
(pedagogical content knowledge, PCK)(knowledge of learners)
(knowledge of 31 education contexts)(knowledge of educational
ends)
(2005)(expert teacher)

(2000)(1996)

(1996)

(pedagogical content knowledge; PCK)(2006)PCK

()
(Carter, 1990)

(19952005)
(2006)(1)
(2)
(3)
(4)

320


(1996)(1)(2)
(3)(4)

(1)
(2)
(3)
(4)
(1996)

(co-teaching)
Tobin(2006)
(Sileo, 2005)

Scantlebury(2005)

Cook Friend(1995)(co-teaching)

1.(one teachone assist)

2.(station teaching)

3.(parallel teaching)

4.(alternative teaching)

5.(team teaching)

95 8 ()9 -10

321

() 5-10

95 9
11

()
()
()
()

()

1.

1.
2.
3.
4.

2.

322

3.


()
(1996)

(
)
()
()
()

()
()

()

(951031 )

Tobin co-teaching

co-teaching(951031 )

323

 95 9 10 co-teaching

301
vs

950911

950913
()

950918
-

950920

x2
950925

950927

x2
951002

951004

951011
-
-

951014

951016
+

951018

951023

951025
()

302
vs
950911

950913

12 950918

950920
+
950925

950927

303
vs
950912

950914

()
12 950919
()

951002
34
x2

951018
+

951023
+

324

12

950921
()
()
950926

951003

3
45

951004

951011

951014

951016
x2

45

951012

951017

951019

67
951024

67

()

950919

951003

(2006)

951031

960306

960320

960417

960515

Pedagogical content knowledge: A strategy

for preparing science teachers to have a vision for
their professional learning

Rationale and framework for a field-based

teacher education programIssues and trends in
teacher preparation: Understanding the importance
of a pedagogy of teacher education

1.

whole school
approach
325

(951003 )

(951003
)

(951031 )
Tobin co-generative dialogue

(951031
)
2.

(950919 )

(950919 )

(951003 )
standby
(951031
)

326

(951031 )

(960417 )
3.

(Shulman, 1987)

(950919 )

(951003
)

(951003 )

()
(co-teaching)
()()
()

()

()

327

()

(1)
5-10

(2)
5-10

(3)

(960320 )
(4)

(co-teaching)

(Beard & Morton, 1999)

(co-teaching)
()
()()()

()

328


()

(951003 )

(960417
)
()

()
()

--
(951003
)

(951031 )

(951031 )
(951031
)
()
(
2006)

329

()

()(960320
)

()

(960320 )
()

()(one teachone assist)

(960320
)
()

(950919 )
()

330


()

(950919 )

(960306 )

(960306 )

()(one teachone assist)

(960515
)
()

331

(960515 )
()

-- 22
Vygotsky

(1)(2)(3)(4)

(950907 )

(951031 )
(2006)(1)(2)
332

(3)(4)
(PCK)
/
/
--
/
idea
(951003 )

(2006)

(950919 )

meta-cognition
(951031 )

()

(co-teaching)
(1)(2)
(3)(4)

()
333

(1)(2)(3)(4)
(5)

()

()
(one teachone assist)

334

(951031
)

(2006)2006 75-90
(1995)
(2005)
(1996)
(1996)
9411-447
(2000)8(1)98-119
(1996)
Beard, F, & Morton, L. (1999). Effects of internship predictors on successful field experience. Journal
& Mass Communication Education, 53(4), 42-53.
Cook, L., & Friend, M. (1995). Co-teaching: guidelines for creating effective practice. Focus on
Exceptional Children, 28(3), 1-16. (1996)
Carter, K. (1990). Teachers knowledge and learning to teacher. In W. R. Houston (Ed.), Handbook of
Research on Teacher Education, pp.291-310. New York: Macmillan.
Shulman, L.S. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational
Review, 57(1), 1-32.
Sileo, J. M. (2005). Co-Teaching: Best Practices for Education. Retrieved October 10, 2006, from
Inclusive and Supportive Education Congress Web site:
http://www.isec2005.org.uk/isec/abstracts/papers_s/sileo_j.shtml
Tobin, K.(2006). New Teachers and Resident Teachers Collaborating in Coteaching and Research on
Enacted Science Curricula, International Conference of Science Teachers Professional
Development, 42-65.
335