第二節 第二節 建議 建議 建議 建議
針對本研究所探討教師教學知識信念對線上分享行為型態之影響，提出未來
建議如下。
一、 研究對象方面
本研究僅以台北市的國中教師為主要樣本，尚不足以將研究結果推廣至國內
各級學校或其他區域，建議後續可進行較大規模之調查研究，以補足本研究於研
究對象上的限制。
關於研究對象之個人資料，僅於本研究之教學知識信念量表中給予填寫任教
之學習領域，但有 44 位教師之任教領域不詳或跨領域，因此教師任教之學習領域
於本研究中未進一步探討。而其他如性別、教學年資、使用資訊科技能力等個人
背景變項，可於後續研究中以敘述統計呈現之外，建議可更進一步探究其與自變
項或依變項之影響，以獲得更深入且詳盡的研究結果。
二、 研究工具方面
本研究採用現有的部落格卷宗系統作為觀察知識分享行為的工具，並免費提
供以教學知識為基礎的分享機制，但因時間限制未能於本研究中進行質化的內容
分析，而僅以分享之行為次數作為知識分享行為型態之指標。因此建議進行各項
分享行為之內容分析，以確立各知識信念類型之知識分享行為模式，再據此關連
性以設計有助於教學知識分享的策略，並與系統做有效結合，便可望使部落格卷
宗系統修改成為提升教學知識分享的網路環境。
三、 研究變項方面
本研究採用「重要性」、「充足性」、「貢獻性」與「分享意願」等四項信
念構面以對 468 位教師進行分群，而此四項信念構面的決定是由 Davenport &
Prusak (1998)的知識市場論以及謝明倫(民 95)探討影響教師知識分享意願的因素所
延伸而來。建議可納入更多影響教師個人信念之變項，使得教師教學知識信念的
構面更臻完備。
參考文獻 參考文獻 參考文獻
湯仁燕 (民82)。國民小學教師教學信念與教學行為關係之研究。國立台灣師範大
Alavi, M., & Leidner, D. E. (2001). Review:Knowledge Management and Knowledge Mangement System:Conceptual Foundations and Research Issues. MIS Quartrerly, 25(1), 107-136.
Baggaley, J. (2003). Blogging as a CourseManagement Tool. Retrieved June 22, 2007, from the World Wide Web: http://ts.mivu.org/default.asp?show=article&id=2010
Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change.
Barab, S. A., MaKinster, J. G., Moore, J. A., Cunningham, D. J., & The ILF Design Team (2001). Designing and building an on-line community: The struggle to support sociability in the inquiry learning forum. Educational Technology Research and Development, 49, 71-96.
Bauch, P. A. (1982b). Relationships between a Typology of Teacher Educational Beliefs and Three Domains of the Elementary Classroom Curriculum. A Study of Schooling Technical Report No. 34 (pp. 243).
Bennett, N. (1976). Teaching style and pupil progress. Cambridge, Mass. Harvard University Press.
Bernstein, B. (1975). Class and pedagogies：Visible and invisible. Paris: Organization for Economic Cooperation and Development.
Brown, C. & Cooney, T. (1982). Research on teacher education: A philosophical orientation. Journal of Research and Development in Education, 15(4), 13-18.
Carraher, D. (2003). Weblogs In Education. Retrieved November 28, 2007, from the World Wide Web: http://blogs.law.harvard.edu/carraher/stories/storyReader$6
Carroll, J. M., Choo, C. W., Dunlap, D. R., Isenhour, P. L., Kerr, S. T., MacLean, A., &
Rosson, M. B. (2003). Knowledge Management Support for Teachers. Educational Technology, Research & Development, 51(4), 42-64.
Chancy-Cullen, T., & Duffy, T. M. (1999). Strategic teaching framework: Multimedia to support teacher change. The Journal of the Learning Sciences, 8, 1-40.
Chang, K. E., Sung, Y. T. & Hou, H. T. (2006). Web-based Tools for Designing and Developing Teeaching Materials for Integration of Information Technology into Instruction. Educational Technology & Society, 9(4), 139-149.
Clark, C. M.,＆ Peterson, P.L. (1986). Teachers’ thought processes. Handbook of research on teaching, (3rd Ed.). New York: Macmillan.
Davenport, T. H & L. Prusak (1998). Working knowledge：How organizations manage what they know. Boston：Harvard Business.
Davis, A. (2004). Ways to Use Weblogs in Education. EudBlog Insigts. Retrieved April 22, 2007, from the World Wide Web: http://anne2.teachesme.com/2004/10/05/
Divitini, M., Haugalokken, O., & Morken, E. M. (2005). Blog to support learning in the field: lessons learned from a fiasco. Paper presented at the Advanced Learning Technologies, 2005. ICALT 2005. Fifth IEEE International Conference.
Drucker, P. F. (1994). Post-Capitalist Society: HarperCollins Publishers.
Du, H. S., & Wagner, C. (2006). Weblog success: Exploring the role of technology.
International Journal of Human-Computer Studies, 64(9), 789-798.
Earl, M. (2001). Knowledge Management Strategies:Toward a Taxonomy. Journal of Management Information Ststems, 18(1), 215-233.
Efimova, L. & de Moor, A. (2005). Beyond Personal Webpublishing: An Exploratory Study of Conversational Blogging Practices. Proceedings of the 38th Annual Hawaii International Conference.
Ellen, M. K. (1998). Knowledge Management. Business & Economic Review, July-Sept, 3-6.
Fishman, B., & Pinkard, N. (2001). Brining urban schools into the information age:
Planning for technology vs. technology planning. Journal of Educational Computing Research, 25, 63-80.
Flatley, M. E. (2005). Blogging for enhanced teaching and learning. Business Communication Quarterly, 68(1), 77-80.
Freeman, D. & The Undergraduate Program Evaluation Committee (1982). Michigan State University Education Beliefs Inventory. East Lansing Michigan: Office of Program Evaluation, College of Education.
Guha, S. (2001). Integrating computers in elementary grade classroom instruction — Analyses of teachers’ perceptions in present and preferred situations. Journal of Educational Computing Research, 24, 275-303.
Harris, D. B. (1998). Creating A knowledge centric information technology Environment. Retrieved September 14, 2007, from the World Wide Web:
http://www.htcs.com/ckc.html.
Harvey, O. J. (1986). Beliefs systems and attitudes toward death penalty and other punishments. Journal of Psychology, 54, 43-157.
Hedlund, G. (1994). A model of knowledge management and the N-Form corporation.
Strategic Management ,15, 73-90.
Hendriks, P. (1999). Why Share Knowledge?The Influence of ICT on Motivation for Knowledge Sharing. Knowledge and Process Management, 6(2), 91-100.
Herbert, T. T. (1976). Dimension of Organizational Behavior, New York：Collier Macmillian.
Hidding, J., & Shireen, M. C. (1998). Anatomy of a learning organization: turning knowledge into capital at Andersen Consulting. Knowledge and Process Management, 5(1), 3-13.
Houston, J. E. (1984). Thesaurus of ERIC descriptors. (10th Ed.), Phoenix:
Oryx Press.
Hsu, S. (2004). Using case discussion on the web to develop student teacher problem solving skills. Teaching and Teacher Education, 20, 681-692.
Jackson, P. W. (1986). The practice of teaching. New York and London:Teacher
College Press.
Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-70.
Kim, W. C., & Mauborgne, R. (1998). Procedural justice, strategic decision making, and the knowledge economy. Strategic Management Journal, 19(4), 323-338.
Mayer, R. (1987). The development of the beliefs / practice relationship in two student teachers. Pennsylvania State University, U.S.A.
McAndrew, P., Colw D., Taylor, J., & Aczel, J. (2004). The evolutionary design of a Knowledge Network to support knowledge management and sharing for lifelong learning. British Journal of Educational Technology, 35(6), 739-746.
Middleton, J. A. (1999). Curricular influences on the motivational beliefs and practice of two middle school mathematics teachers：A follow-up study. Journal for Research in Mathematics Education,99(3), 349-358.
Nardi, B. A., Schiano, D. J., Gumbrecht, M., & Swartz, L. (2004). Why we blog.
Communications of the ACM, 47(12), 41-46.
Nespor, J. K. (1985). The Role of Beliefs in the Practice of Teaching: Final Report of the Teacher Beliefs Study. In: National Inst. of Education (ED), Washington, DC.
Nonaka, I. & Takeuchi, H. (1995). The knowledge-creating company. Oxford University Press:New York.
Pajares, M . F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62(3), 307-332.
Pearson, J. (1982). On the nature of congruency between teaccognitive reality and their observed behavioral reality. Doctoral dissertation, University of Houston.
Polanyi, M. (1958). Personal Knowledge, Chicago: University of Chicago Press.
Porter, A. C., & Freeman, D. J. (1986). Professional Orientations: An Essential Domain for Teacher Testing. Journal of Negro Education, 55(3), 284-292.
Quible, Z. K. (2005). Blogs: a natural in business communication course. Business Communication Quarterly, 68(1), 73-76.
Quinn, J. B., Anderson, P., & Finkelstein, S. (1996). Managing professional intellect:
making the most of the best. Harvard Business Review, 74(3), 71-80.
Rafaeli, S., Barak, M., Dan-Gur, Y., & Toch, E. (2004). QSIA- a web-based
environment for learning, assessing and knowledge sharing in communities. Computers
& Education, 43(3), 273-289.
Richardson, V. (1996). The role of attitude and beliefs in learning to teach. In Sikula, J., Buttery, J., Guyton, E. U. (Eds.), Handbook of Research on Teacher Education
(pp.102-119). New York: Macmillan.
Sarvary, M. (1999). Knowledge management and competition in the consulting industry.
California Management Review, 41(2), 95-107.
Schuman, H. ＆ Johnson, M. P. (1976). Attitudes and behavior. Annual review of sociology,2. Palo Alto: Annual Reviews.
Senge, P. (1998). Sharing Knowledge. Executive Excellence, 15(6), 11-12.
Shanan, G., Dennis, C. N., John, M. C., & Christina, A. V. M. (1999). Mentoring in a school environment. Paper presented at the Proceedings of the 1999 conference on Computer support for collaborative learning.
Shirky, C. (2003). Power Laws, Weblogs, and Inequality. Retrieved May 11, 2007, from the World Wide Web: http://www.shirky.com/writings/powerlaw_weblog.html.
Sifry, D. (2004). State of the Blogosphere. Retrieved May 11, 2007, from the World Wide Web: http://www.sifry.com/alerts/archives/2004_10.html.
Sifry, D. (2005). State of the Blogosphere, March 2005, part 3: The A-list and the Long
Tail. Retrieved May 11, 2007, from the World Wide Web:
http://www.sifry.com/alerts/archives/000301.html.
Shulman,L.S. (1986).Those who understand :Knowledge growth in teaching.
Educational Researcher,15(1),4-14.
Sigel, I. E. (1985). A conceptual analysis of beliefs. Parental belief system: The psychological consequences for children. Hillsdale, NJ: Erlbaum.
Spodek, B. (1988). Implicit theories of early childhood teachers:Foundations for professional behavior. Professionalism and the early childhood practioner. New York:
Teachers College Press.
Sternberg, R. J. & Lubart, T. I. (1999). The Concept of Creativity:Prospects and Paradigms.In R.J. Sternberg(Ed.), Handbook of Creativity. Cambridge : Cambridge University press.
Stigler, J.W., & Hiebert, J. (1999). The teaching gap. New York: Free Press.
Sung, Y. T., Chang, K. E., Mao, Liu, T. T., & Su, H. T. (2007). Integrating evaluation portfolios with show-case portfolios for teachers’ professional development: A design research approach. 2007 International Conference of Technology Enhanced Learning (TELearn 2007), July, 14-15, Chung Li, Taiwan.
Sung, Y. T., Mao, K. N., Chang, K. E., Liu, J. T., & Su, H. T. (2007). The Application of Digital Teaching Portfolios and Blog Portfolios on Teacher Evaluation. Paper presented at the 2007 IEEE International Symposium on Multimedia, December, 10-12, Taichung, Taiwan.
Sveiby, M.(2001). A knowledge-based theory of the firm to guide in strategy formulation. Journal of Intellectual Capital, 2(4), 344-359.
Tabachnick, B. R., & Zeichner, K. M. (1984). The Impact of the Student Teaching Experience on the Development of Teacher Perspectives. Journal of Teacher Education, 35(6), 28-36.
Teece, D. J. (1998). Research Directions for Knowledge Management. California Management Review, 40, 289-292.
Tyack, D., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, MA: Harvard University Press.
Wagner, C., & Bolloju, N. (2005). Supporting knowledge management in organizations with conversational technologies: discussion forums, weblogs, and wikis. Journal of Database Management 16(2), i–viii.
Ward, J. M. (2004). Blog assisted language learning (BALL): Push button publishing for the pupils. TEFL Web Journal, 3(1), 1-16.
Wells, L. (2006). Blog it: an innovative way to improve literacy. Reading Today, 24(1), 40.
Yonemura, M. A. (1986). Teacher at work：Professional development and the early childhood educator. New York：Teachers College Press.
Zack, M. H. (1999). Managing Codified Knowledge. Sloan Management Review, Summer 1999, 45-58.
附錄一
8. 我認為在網路上分享自己目前的「學科專業知識」
(包括課程領域專業知識、教材內容知識)可以對教師社群
的同伴們產生有價值的貢獻。……… ○1 ○2 ○3 ○4 ○5 9. 我認為在網路上分享自己目前的「教學管理知識」
(包括班級經營、師生互動與輔導等)可以對教師社群的
同伴們產生有價值的貢獻。……… ○1 ○2 ○3 ○4 ○5 10. 我認為自己目前的「教學設計知識」(包括教學活動
設計、評量方式安排等)可以在網路上清楚且具體的呈
現。……… ○1 ○2 ○3 ○4 ○5 11. 我認為自己目前的「學科專業知識」(包括課程領
域專業知識、教材內容知識)可以在網路上清楚且具體的
呈現。……… ○1 ○2 ○3 ○4 ○5 12. 我認為自己目前的「教學管理知識」(包括班級經營、
師生互動與輔導等)可以在網路上清楚且具體的呈現。… ○1 ○2 ○3 ○4 ○5 13. 我願意在網路上分享自己目前的「教學設計知識」
(包括教學活動設計、評量方式安排等)。……… ○1 ○2 ○3 ○4 ○5 14. 我願意在網路上分享自己目前的「學科專業知識」
(包括課程領域專業知識、教材內容知識)。……… ○1 ○2 ○3 ○4 ○5 15. 我願意在網路上分享自己目前的「教學管理知識」
(包括班級經營、師生互動與輔導等)。……… ○1 ○2 ○3 ○4 ○5
感謝您的填寫，資料僅做為學術研究之用，不留為他用，請放心填寫。