|題名：||University Teachers’ Classroom Practices with the SJPCK Model: Exploring Lesson Study beyond PCK|
|會議名稱：||WALS 2021 Conference|
|摘要：||Purpose-The purpose of this paper is to explore how Taiwan university teachers carried out lesson study in practice with SJPCK model that incorporates Social Justice (SJ) together with Shulman’s PCK (Pedagogical Content Knowledge) approach.
Design/methodology/approach – Data were semi-structured interviews with 6 university teachers, who have been teaching for 10 to 28 years in Taiwan with all participation voluntary in nature. Two researchers transcribed and analyzed the audio-recorded interview data using the SJPCK model as a framework. Peer debriefing was used to triangulate participants' self-reported accounts.
Findings-Results indicate that students’ feedback and ability strongly influence teachers to reflect and then to modify their PCK in their actual curricular practices; thus, teachers become transformative intellectuals who can engage in a practical sense with student diversity in a socially just manner. However, critical pedagogy and reflexivity were less evident.
Originality/value –This pilot study provides an avenue for large-scale future research implementing a novel SJPCK model to examine how a larger sampling of university teachers’ performance embeds into lesson development. The implications also call for teacher education practices of all levels to emphasise their roles as transformative intellectuals and the components of SJPCK.|
|英文關鍵字：||Pedagogical Content Knowledge (PCK), University Teachers, Lesson Study, Social Justice, Social Justice and Pedagogical Content Knowledge (SJPCK)|