HKIER

摘要

本研究是運用傳記式研究法，追溯分析香港小學教師對課程與教學的反思過程，探討這些課程與教學的知識和信念的形成與改變。這些改變亦標誌著香港小學教育工作者專業化過程的一些片斷。改變可以來自教師的自我內部強化及成長，可以來自外部環境的變因，也可以來自教師教育的課程（中大小學教育兼讀課程）。本研究的目的在於找出這些影響教師反思深度及闊度的各種因素，最終真正的改進仍是來自不斷向內向外的探究，本研究正是朝這目標走向的一個實證。

Abstract

The theme of this research is to focus on the process of reflection on curriculum and instruction within those primary school teachers. It also attempts to study the formation and changes of knowledge and belief in curriculum and instruction. Those changes represent a part of professional development of primary school teachers. Changes may be brought by the teacher' personal growth, external environmental factors, or the PDP Primary Education program. It is the aim of the research to find out the factors which affect the depth as well as the width of teachers' reflection. Ultimately the source of changes and improvement comes from everlasting internal and external inquiry. This research at least shares an example of such an inquiry.