published_or_final_version / Education / Master / Master of Education

This qualitative case study investigated the teaching practices I adopted in a general education course at a Hong Kong community college during the 2013/14 academic year. I took on the active role of participant observer to examine how a combination of Multiple Intelligences (MI) theory and Integrated Thematic Instruction (ITI) supported the goals of general education. Interview protocol with open-ended questions was the instrument to collect the students’ voices about their learning experiences in an MI-inspired general education course. Three research questions were posed. First, how does a course instructor design and teach a general education course at a community college in Hong Kong? Second, how do community college students experience learning in such a course? Third, how do community college students evaluate their learning outcomes in such a course? The interview data clearly revealed that the students’ learning experiences in the MI-inspired general education course included making connections to lived experience; applying the course content to real-life situations; learning to synthesise information, find relationships, think critically and solve problems; and creating knowledge through group projects. The students’ learning experiences corresponded to four dimensions of MI theory in terms of instructional design. These dimensions included designing broad-based knowledge and reality-based curriculum, using multimedia sources as teaching materials, developing cognitive skills in students and empowering students to learn. The interview data reflecting the students’ learning experiences as they relate to pedagogical MI dimensions were examined through my observations of students’ interactions in practice in addition to the students’ written self-reflections on group projects. The results of a college-wide teaching evaluation survey also indicated that the students gave higher ratings to their learning experiences in the MI-inspired general education course. As such, the incorporation of MI theory into ITI was a pedagogical initiative to support the goals of general education and strengthen learning opportunities for community college students with multiple intelligences. In addition, I explored the research implications of MI theory. The findings of this study provide community college policymakers, faculties and administrators with practical advice on curriculum development and the instructional design of general education at community colleges in the Hong Kong context. / 是項質性個案學術研究乃探討一所香港社區學院通識教育課程的教學實踐。此研究個案涵蓋了研究者在有關的「多元智能」(Multiple Intelligences)啟迪下的通識教育的教學設計與教學策略。 研究者扮演成積極參予觀察者，來檢視「多元智能」和「主題教學法」(Integrated Thematic Instruction)兩者之間的組合如何實踐和通識教育有關的各樣教育目標。 此研究個案於2013至2014學年期間，在有關的一所香港社區學院內進行。訪問形式是採用開放式問題，務使收集學生在這「多元智能」通識教育科目的學習體驗。 此研究針對以下三個問題﹕一) 課程導師如何在該香港社區學院設計及教授通識教育課程? 二) 該社區學院的學生在堂上有何學習經驗? 三) 學生如何衡量該課程的學習成果? 訪問數據資料顯示，學生在「多元智能」的學習體驗中，包括﹕緊扣日常生活、學以致用、融會貫通、學會批判思考、解決疑難和在小組工作中均學有所用。 明顯地，學生們的學習經驗對應了在「多元智能」理論的教學設計中的四個層面，即廣泛知識和建基現實的課程、多媒體教材、培養認知技巧和促使學生學習。 學院的教學評分結果顯示，學生能於「多元智能」啟迪下的通識教育學習中的得益，評分較前高。研究發現「多元智能」和「主題教學支援」的組合能清晰帶出通識教育的教學目標。此學術研究可為有關政策決策者和大學學系的策劃人提供實用兼可行的參照。 此外，此研究也同時為日後學者於有關「多元智能」教育理論和實踐在社區學院的研究和探究，提供了寶貴的資料和啟示。 / Kong, Siu Ping. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 135-146). / Abstracts also in Chinese; appendix 2 includes Chinese. / Title from PDF title page (viewed on 09, September, 2016). / Detailed summary in vernacular field only.

本論文運用敘說研究方式探討六位學生教師於修讀通識教師科教師教育課程期間的教師身分形塑過程，理解教師教育課程的學習經驗、學科性質與教師身分形塑之間的關係。本研究重點分為以下三部份： / 首先，從六位學生教師的經驗敘說中發現教師身分的多重性。敘說研究資料呈現出的教師身分並兩種不同性質的教師身分：一般教師身分及學科教師身分。在形塑的歷程上，兩個教師身分在建構初期階段會呈現較易於劃分，逐漸彼此相互影響並連繫在一起。 / 其次，學生教師身分形塑進程是以相似的軌跡進行，從起始時模糊、不穩定的狀態到逐漸變得清晰及穩定的教師身分形成。學生教師面對不同的影響力量的刺激，因此教師身分常處於流動而持續建構中的狀態。整體而言，學科教師身分形塑進程明顯較一般教師身分的緩慢。 / 最後，教師身分的形塑過程是受不同的外內影響力量所刺激，因而引起學生教師內外價值彼此角力，過程中逐漸形塑出具有個人特性的教師身分。影響力量可分為脈絡性、顯性及隱性的影響力量。雖然六位學生教師面對相似的影響力量，但個體的教師身分對相同影響力量的所呈現出的反應卻有很大的差異。有部份的教師身分顯示出能消弭影響力量的能力，有部份的顯示出接受影響力量的刺激後而改變形塑的進度，影響力量更會形塑教師身分，導致教學取向等的轉變。根據此研究結果顯示出教師身分形塑與個體過去經驗，及個體身處的空間有密切關係。由於身分形塑是一個個體內在自我與外在世界的對話，藉著敘說回溯經驗能提高學生教師對身分形塑的察覺，促進專業成長。 / This study explored the teacher identity shaping processes of six student teachers while they were taking Liberal Studies Teacher Education Program during their third year of study. Its purpose is to understand the relationship between the six student teachers’ learning experience of the teacher education program, the nature of the liberal studies subject matter, and the shaping process of their teacher identity. The main findings of the study include the following three points. / First, it is found out student teachers have built multiple teacher identities from the narration of their study experience. The narrative research data indicated that student teachers had two different teacher identities: general teacher identity and subject teacher identity. These two identities could be easily differentiated in the initial phase of the process of teacher identity construction, but as the process went on, the two identities interplayed with each other and became closely connected. / Second, the six student teachers have followed a similar track in the process of their identity shaping. The shaping of their teacher identity was vague and unstable in the beginning and gradually became distinct and stable. Facing stimulation from different influential forces, these student teachers’ teacher identity was usually kept in a dynamic status and was continuously constructed. In general, subject teacher identity was shaped much slower than general teacher identity. / Finally, the shaping process of their teacher identity has been stimulated by different external and internal forces. The influential forces can be categorized into three types: contextual, visible and invisible. Although all six student teachers faced similar influential forces, each individual teacher identity reacted quite differently to the similar forces. Some teacher identities showed the capacity to absorb the influential forces while some teacher identities changed their shaping rate after being stimulated by the influential forces. / Upon on these findings, the study pointed out that teacher identity has shaped by pervious experience in learning and context. Identity Shaping is a dialogue between internal self and external world. Narrative is a suitable method to assist student teacher reflects their pervious life experiences, also promote teacher personal and professional growth. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 許家齡. / "2013年3月". / "2013 nian 3 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 356-373). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Xu Jialing. / Chapter 第一章 --- 緒論 --- p.4 / Chapter 第一節 --- 研究緣起 --- p.4 / Chapter 一、 --- 研究背景的宏觀脈絡 --- p.5 / Chapter 二、 --- 研究關注 --- p.7 / Chapter 第二節 --- 研究問題 --- p.9 / Chapter 一、 --- 研究問題的闡釋 --- p.9 / Chapter 二、 --- 相關概念的界定 --- p.10 / Chapter 第三節 --- 研究意義 --- p.12 / Chapter 第二章 --- 文獻綜述 --- p.14 / Chapter 第一節 --- 教師身分 --- p.14 / Chapter 一、 --- 身分理論綜述 --- p.14 / Chapter 二、 --- 教師身分研究綜述 --- p.33 / Chapter 三、 --- 提出教師身分理論框架 --- p.41 / Chapter 第二節 --- 教師教育 --- p.55 / Chapter 第三節 --- 香港新高中通識教育科課程 --- p.74 / Chapter 一、 --- 課程發展脈絡 --- p.74 / Chapter 二、 --- 通識教育科課程 --- p.81 / Chapter 三、 --- 通識教育科教師教育概況 --- p.90 / Chapter 四、 --- 通識教育科教師的就業前景 --- p.94 / Chapter 第三章 --- 研究設計與方法 --- p.95 / Chapter 第一節 --- 研究基本架構 --- p.95 / Chapter 第二節 --- 研究方法的確定 --- p.99 / Chapter 一、 --- 選用敘說作為研究方法的原因 --- p.99 / Chapter 二、 --- 教師身分形塑的推論過程 --- p.101 / Chapter 第三節 --- 研究設計 --- p.103 / Chapter 一、 --- 研究對象的選擇 --- p.103 / Chapter 二、 --- 研究的效度 --- p.104 / Chapter 三、 --- 資料搜集的方法 --- p.107 / Chapter 四、 --- 資料的整理與分析 --- p.113 / Chapter 第四章 --- 學生教師身分的敘說故事 --- p.119 / Chapter 第一節 --- 學生教師的集體經驗 --- p.119 / Chapter 第二節 --- 教師身分形塑的故事 --- p.124 / Chapter 一、 --- 阿雪的教師身分敘說故事 --- p.124 / Chapter 二、 --- 阿知的教師身分敘說故事 --- p.150 / Chapter 三、 --- 阿四的教師身分敘說故事 --- p.185 / Chapter 四、 --- 阿惠的教師身分敘說故事 --- p.219 / Chapter 五、 --- 阿希的教師身分敘說故事 --- p.243 / Chapter 六、 --- 阿佳的教師身分敘說故事 --- p.268 / Chapter 第五章 --- 討論 --- p.296 / Chapter 第一節 --- 敘說教師身分：學科教師身分與一般教師身分 --- p.296 / Chapter 一、 --- 教師身分的多重性 --- p.296 / Chapter 二、 --- 教師身分的形塑過程 --- p.298 / Chapter 第二節 --- 教師身分形塑過程及其影響力量 --- p.311 / Chapter 一、 --- 影響力量的分類及強度 --- p.311 / Chapter 二、 --- 影響力量對教師身分的形塑 --- p.313 / Chapter 第六章 --- 研究結論與啟示 --- p.342 / Chapter 第一節 --- 結論 --- p.342 / Chapter 一、 --- 理論化學生教師的敘說身分：橫向空間及縱向時間形塑 --- p.342 / Chapter 二、 --- 一般教師身分與學科教師身分的關係 --- p.348 / Chapter 第二節 --- 反思與建議 --- p.352 / Chapter 一、 --- 敘說訪談的真相 --- p.352 / Chapter 二、 --- 敘說．反思．研究 --- p.353 / Chapter 三、 --- 建議 --- p.355 / 參考文獻 --- p.356

Lau, Pui Kwan = 兩所大學的故事 : 組織文化與通識教育改革 / 劉珮君. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 305-329). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese. / Lau, Pui Kwan = Liang suo da xue de gu shi : zu zhi wen hua yu tong shi jiao yu gai ge / Liu Peijun.