ABSTRACT

Teachers’ consideration may affect their intention to implement learner-centred pedagogy. Literature showed that aspects such as task goal, students’ characteristics, teachers’ ability, learning environment design, and school shape teacher considerations in teaching analysis. However, the interrelationship among these aspects remains largely underexplored. This study aims to explore science teachers’ considerations when designing and implementing learner-centred teaching tasks and the interrelationship among them. Through phenomenographic analyses, the authors identified five categories of experiencing teaching analysis: (a) covering the curriculum contents; (b) preparing students for assessment; (c) accommodating students’ characteristics; (d) designing appropriate learner-centred pedagogy; and (e) enhancing students’ autonomy and social interaction. Findings suggest that teachers’ considerations in the first three categories were limited to the classroom settings, while the last two categories show extension from classrooms to beyond school settings. The authors suggest school leaders and teacher educators leverage teachers’ pragmatic reasoning to raise the holistic awareness and extend the horizon of teachers’ consideration.

摘要

教师的考虑可能会影响他们实施以学习者为中心的教学法的意图。文献表明，在教学分析中，任务目标，学生特征，教师能力，学习环境设计以及学校塑造教师的考虑等方面。但是，这些方面之间的相互关系仍在很大程度上未被开发。本研究旨在探讨理科教师在设计和实施以学习者为中心的教学任务时的考虑因素，以及它们之间的相互关系。通过现象学分析，作者确定了经历教学分析的五类：（a）涵盖课程内容；（b）为学生进行评估做准备；（c）适应学生的特点；（d）设计适当的以学习者为中心的教学法；（e）增强学生的自主权和社会互动能力。研究结果表明，教师在前三个类别中的考虑仅限于教室环境，而后两个类别显示了从教室扩展到学校以外的环境。作者认为，学校领导和教师教育者应利用教师的务实推理来提高整体意识并扩大教师考虑的范围。