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題名：A. Giddens 自反現代性對師資培育課程研究之啟發
書刊名：教育研究集刊
作者：黃騰 引用關係
作者(外文)：Huang, Teng
出版日期：2008
卷期：54:1
頁次：頁87-116
主題關鍵詞：自反現代性；教師改變；意義；師資培育；Reflexive modernization；Teacher change；Meaning；Teacher education
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:102
  • 點閱點閱:44
本文根據二類不同的研究指出，教師教育的課程應該以「道德意義」做為核心。第一類研究是「教師改變」，但長期以來的研究指出，「教師」總是在改革中被視為是特定的「角色」。每個人總是認為做為一個「教師」，就應該具有特定的性格、特質、能力等，而其結果就是忽略教師身為一個活生生的人的重要性，並最終導致課程改革的失敗。第二類研究是社會現況的研究，而社會學家A. Giddens（1991）指出，「道德意義」不僅對個人存在是重要的，而且也是當代人們普遍的認同困擾與反思行動的基礎。因此我們認為，若要透過課程改革來促進社會進步，那麼就要能讓教師的個人「道德意義」結合在改革歷程中。最後我們將試著指出，這樣的師資培育課程未來主要的研究方向。
Basing on two different research approaches, we suggest that the curriculum of teacher education should pay more attention to the “moral meaning” of teachers. The first approach is about “teacher change.” These studies point out that the meaning of being a teacher was always limited to certain “roles.” It means that being a teacher one should have certain kind of personalities, traits, or abilities. The curriculum reform with this perspective always fails because it overlook that teachers are living persons. The second approach is about the situation of contemporary society. Giddens suggests that “moral meaning” is not only very important to personal existence but also the base of individual’s identities and reflexivity. Therefore, if we expect to have a better result of curriculum reform, personal meaning of teachers should be integrated in the curriculum reform. Finally, we would like to provide some suggestions that may improve the curriculum research of teacher education in the future.
期刊論文
1.Hashweh, M. Z.(2005)。Teacher Pedagogical Constructions: A Reconfiguration of Pedagogical Content Knowledge。Teacher and Teaching: Theory and Practice，11(3)，273-292。  new window
2.黃騰(20051200)。從「角色」到「自我」--論教師改變的歷史困境與可能。教育研究集刊，51(4)，89-116。new window  延伸查詢new window
3.歐用生、黃騰(20070900)。「銜接」課程統整的理論與實踐：以臺灣九年一貫改革下的教師觀點為例。課程研究，3(1)，1-28。new window  延伸查詢new window
4.Dillabough, Jo-Anne(1999)。Gender politics and conceptions of the modern teacher: Women, identity and professionalism。British Journal of Sociology of Education，20(3)，373-394。  new window
5.陸洛、楊國樞(20050600)。社會取向與個人取向的自我實現觀：概念分析與實徵初探。本土心理學研究，23，3-69。new window  延伸查詢new window
6.Schoenfeld, A. H.(1998)。Toward a theory of teaching-in context。Issues in Education，4(1)，1-94。  new window
7.Zeidler, D. L.、Sadler, T. D.、Simmons, M. L.、Howes, E. V.(2005)。Beyond STS: A research-based framework for socioscientific issues education。Science Education，89(3)，357-377。  new window
8.Beijaard, D.、Meijer, P. C.、Verloop, N.(2004)。Reconsidering research on teachers' professional identity。Teaching and Teacher Education，20(2)，107-128。  new window
9.Elizabeth, O.、David, C.(2000)。Teacher Professionalism: The Wrong Conversation。Education Canada，40(1)，4-7。  new window
10.Walton, M. D.(2000)。Say It's a Lie or I'll Punch You: Naïve Epistemology in Classroom Conflict Episodes。Discourse Processes，29(2)，113-136。  new window
會議論文
1.郭至和(200412)。「解放」？「發聲」？「增權賦能」？--一位從事課程行動研究小學老師的省思。課程研究與教師研討會，國立臺北師範學院實習輔導處 。台北。65-80。  延伸查詢new window
學位論文
1.黃騰(2007)。A. Giddens反思現代性理論及其對課程理論之啟發，0。  延伸查詢new window
圖書
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4.Elias, Norbert、Schröter, Michael、Jephcott, Edmund(1991)。The Society of Individuals。London, UK：The Continuum International Publishing Group。  new window
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6.Smith, H.(1982)。Beyond the Post-modern Mind。New York, NY：Crossroads。  new window
7.May, Rollo(1969)。Love and will。New York, NY：W. W. Norton & Company。  new window
8.Pinar, W. F.、Reynolds, W. M.、Slattery, P.、Taubman, P. M.(1995)。Understandingcurriculum: An introduction to the study of historical and contemporary curriculum discourse。York, NY：Peter Lang。  new window
9.Elliott, Anthony(2001)。Concepts of the Self。Cambridge, MA：Polity Press。  new window
10.Beck, Ulrich(1999)。World Risk Society。Polity Press。  new window
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16.Frankl, Viktor E.(1969)。The will to meaning : foundations and applications of logotherapy。New York：New American Library。  new window
17.Pinar, William F.(1998)。Curriculum: Toward New Identities。New York, NY：Garland Publishing。  new window
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19.超敦華(2001)。西方哲學簡史。北京：北京大學出版社。  延伸查詢new window
20.Maslow, A. H.(1971)。The farther reaches of human nature。New York：Penguin Arkana。  new window
21.Giddens, Anthony(1991)。Modernity and Self-Identity: Self and Society in the Late Modern Age。Cambridge：Blackwell Publishers。  new window
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23.車文博(2003)。人本主義心理學。杭州：浙江教育出版社。  延伸查詢new window
24.Bauman, Zygmunt、王志弘(2002)。工作、消費與新貧。台北：巨流。  延伸查詢new window
25.Archer, Margaret Scotford(2000)。Being Human: The Problem of Agency。Cambridge University Press。  new window
26.Giddens, Anthony(1984)。The Constitution of Society: Outline of the Theory of Structuration。Cambridge：Polity Press。  new window
27.Mead, George Herbert、Morris, Charles W.(1934)。Mind, Self and Society。University of Chicago Press。  new window
28.葉啟政(2000)。進出「結構-行動」的困境。台北：三民書局。  延伸查詢new window
29.Connelly, F. M.、Clandinin, D. J.(1999)。Shaping a Professional Identity: Stories of Educational Practice。Teachers College, Columbia University。  new window
30.Bauman, Zygmunt(1993)。Postmodern Ethics。Blackwell。  new window
31.Craib, Ian(1992)。Anthony Giddens。Routledge。  new window
32.Slattery, C. P.(1995)。Curriculum Development in the Postmodern Era。Garland。  new window
33.Stanley, W. B.(1992)。Curriculum for Utopia--Social Reconstructionism and Critical Pedagogy in the Postmodern Era。State University of New York Press。  new window
34.Giddens, Anthony(1990)。The Consequences of Modernity。Stanford, CA：Stanford University Press。  new window
35.Archer, Margaret Scotford(1988)。Culture and Agency: The Place of Culture in Social Theory。Cambridge University Press。  new window
36.Taylor, Charles(2004)。Modern Social Imaginaries。Duke University Press。  new window
37.Bauman, Zygmunt(2000)。Liquid Modernity。Polity Press：Blackwell。  new window
38.Hansen, D. T.(2001)。Teaching as a Moral Activity。Handbook of Research on Teaching。0。  new window
39.Nias, J.(1989)。Teaching and Self。Perspective on Teacher Professional Development。London, UK。  new window
40.Smith, D.(1997)。Modernity, Postmodernity and the New Middle Ages。Anthony Giddens: Critical Assessment, Vol. IV。London, UK。  new window
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44.王建疆(2003)。修養、境界、審美。修養、境界、審美。北京。  延伸查詢new window
圖書論文
1.Lash, Scott(1994)。Reflexivity and its Doubles: Structure, Aesthetics, Community。Reflexive Modernization: Politics, Tradition and Aesthetics in the Modern Social Order。Cambridge：Polity Press。  new window
2.Giddens, A.(1997)。Living in a post-traditional society。Reflexive modernization: Politics, tradition and aesthetics in the modern social order。Cambridge：Stanford, California：Polity Press：Stanford University Press。  new window
3.Munro, P.(1998)。Engendering curriculum history。Curriculum: Toward new identities。Garland。  new window
4.Popkewitz, T. S.(2001)。The production of reason and power: Curriculum history and intellectual traditions。Cultural history and education: Critical Essays on knowledge and schooling。New York：RoutledgeFalmer。  new window
5.Goodson, I. F.(1998)。Storying the Self: Life Politics and the Study of the Teacher's Life and Work。Curriculum: Toward New Identities。Garland。  new window
6.Richardson, V.、Placier, P.(2001)。Teacher change。Handbook of Research on Teaching。American Educational Research Association。  new window
 
 
 
 
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