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題名:教師專業知識建構、轉化及發展之研究-一位技術學院英文教師的個案研究
作者:莊筱玉 引用關係
作者(外文):Chuang, Hsiao-yu
校院名稱:國立屏東教育大學
系所名稱:教育行政研究所
指導教授:陳美玉
學位類別:博士
出版日期:2006
主題關鍵詞:教師專業知識教師專業知識建構教師專業知識轉化教師專業知識發展Teachers' professional knowledgeConstruction of teachers' professional knowledgeTransformation of teachers' professional knowledgeDevelopment of teachers' professional knowledge
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教學是教育歷程中最重要的核心,而教學歷程是一種在動態且交錯複雜環境下進行的活動,在教學情境下,教師是使教學活動是否能順利進行的主導者。基於理解及詮釋教師專業知識的建構、轉化將有助於教師持續性的專業發展,本研究乃試圖達成以下三個研究目的:
一、探究技術學院英語教師專業知識建構之影響因素及其內涵。
二、分析技術學院英語教師專業知識轉化之教學型態。
三、 探討專業合作敘事探究對技術學院英語教師專業發展之影響。
基於教師專業知識具有暗默性、脈絡性、經驗性與個殊性等本質,故具體化教師專業知識,強調需藉由教師本身的經驗描述,方可掌握到經驗之深層意義,故以敘事探究為主要的研究方法,輔以敘說性深度訪談、焦點團體訪談、教室觀察、文件分析、刺激回憶法、反省札記共六個方式來進行資料的蒐集。
本研究的研究結果顯示:
一、個案教師英語專業知識的建構,受到個人生活史相關因素、形塑其教學基模,並將自我帶入教學中,透過對自我成長經驗及旁觀習藝經驗的反思,轉化其教學及學習的思考,並成為其專業知識建構的主要依據。另外,受到工作環境因素影響,調整自己在教學上的理念及做法,重構對教師角色認同及專業知識之教學實踐。再者,專業學習正式專業課程的訓練及教師同僚教學經驗的分享,幫助個案教師學習如何教學,以及建構英語教學的實務性與理論性知識。而受到實際教學經驗因素之影響,個案教師建構融入生活經驗,關注學習者學習行動 及實用性教學策略的教學思考。
二、個案教師英語專業知識轉化之過程,著重學習情境的營造,運用視覺上引導的實物教學、佈置內容情境,結合情境脈絡、及提供有意義之情境。另外,以引導帶動學習及建構同儕團體學習建構互動性學習的教學型態。以學習者為中心的教學實踐,實為個案教師建構教學的核心思考及依據,其教學的展現實為其將所持理論實踐化的結果,說明其專業知識具有實踐化理論知識的特質。
三、在個案教師英語專業知識發展的層面上,集體合作之專業對話化解個案教師的教學孤立,藉以激盪並具體化其內在更多的想法或是重要疑慮,並形成同僚專業意識。另外集體合作之專業對話,開啟個案教師批判性的教學思考,從中學習到有價值的替代性經驗,對於自己的專業知識進行檢視及反省,提升自我教學意識的覺知。
本研究根據研究結論, 提出以下之建議:
一、對學校層面的建議:營造專業社群的教育文化,鼓勵教師彼此間之相互觀摩、討論、與分享教學經驗。另外,發展以形成性評鑑導向為主的學校文化幫助教師改進教學及鼓勵教師專業發展。
二、對教師個人專業發展層面的建議:教師在專業知識之建構應考量不同脈絡因素之影響,省思觀照自身的教學行動歷程,以便能進行教學實踐的再建構。此外,教師應著重學習情境的營造並創造互動學習之模式,使教室發展成為學習型社群。再者,教師應自教學孤立自主的思維中解放,以便讓同僚有機會共同反省彼此的專業觀點與做法,建立集體專業共識,進而提升對自我教學意識的覺知及進行教學反省,更能促進專業發展。
三、在未來研究方面之建議:透過更多元的研究方法,注重教師經驗為探究專業知識的核心之長期性研究,較能從多面向理解教師專業經驗的真實內涵,並探究如何應用教師經驗。此外,重視技術學院英語教師個人專業知識之探究,更積極探究如何掌握不同教師,進一步透過研究者及實踐者的專業合作,將理論轉化為實際的行為,使理論能有機會在教師身上得到證成。再者,亦可考量以焦點團體教師的實踐性評估,以及焦點團體教師個別受益性評估,做為對集體合作專業對話後續發展之研究。
Teaching was critical during educational process and the process of teaching was a dynamic activity under complex teaching environment. Teachers played the critical role during teaching activities. The understanding and interpretation of the construction and transformation of teachers’ knowledge would be helpful for the continuous professional development for teachers. This study tried to fulfill the following three purposes:
1. To investigate the factors and implications of the construction of professional knowledge for college English teachers.
2. To analyze the teaching types of the transformation of professional knowledge for college English teachers.
3. To study the influences of professional cooperative narrative inquiry on the development of professional knowledge for college English teachers.
Because of the virtues of implicit, context, experience, and specialization of teachers’ professional knowledge, the researcher utilized narrative inquiry as the main study method as well as narrative in-depth interview, focus group interview, classroom observation, document analysis, stimulation recall, and reflective journal to collect the data and to make teacher’s professional knowledge explicit.
The results of this study were as follows:
1.The construction of professional knowledge of the subject English teacher was influenced by her life experience, which has formed the teaching module and had brought herself into the teaching activities. Through the refection of growth experience and learning experience, and the transformation of the thinking of teaching and learning, life experience had become the most important source of the construction of professional knowledge. In addition, the working environment would help adjust the belief and teaching strategies for subject teacher and reconstruct the role recognition and teaching strategies. The professional training and the experience sharing among colleges also helped the subject teacher on teaching skills and on knowledge construction of both practical and theoretical aspects. Finally, the subject teacher was also influenced by the practical teaching activities. She had constructed a teaching strategy based on the life experience, the learners’ responses and the practical teaching scenario.
2. The transformation process of professional knowledge of subject teacher focused on the creating of learning scenario. The subject teacher employed the physical content teaching with the scenario context to provide the meaningful scenario. Meanwhile, the teaching type with the lead-and-learn and the interactive learning of peer group had been constructed. The learner as center teaching type is the core of the teaching construct of subject teacher. The concrete expression of her teaching was the result of the fulfillment of her theory, which explained the characters of the fulfillment of theory for professional knowledge.
3. The aspect of the development of professional knowledge for subject teacher had shown that the professional dialogue of group cooperation had successfully solved the problem of teaching isolation and had created more fruitful thinking and had formed the professional conscious among colleges. In addition, the professional dialogue of group cooperation had opened the teaching thinking and had helped teachers learn the valuable alternatives and examine and review their own professional knowledge so that to improve the perception of teaching.
The following suggestions were provided based on the findings of this study:
1. To schools:
The schools should focus on the creating the educational culture for professional groups, on the encouraging the interaction, discussion and experience sharing among teachers. In addition, the schools should also develop the formative evaluation to help teachers improve their teaching strategies and encourage their professional development.
2. To teachers:
Teachers should consider the different contexts in the construction of their professional knowledge. Teacher should review their process of teaching activities so that to reconstruct their professional knowledge. In addition, teachers should focus on the creating of the learning scenario and create an interactive learning model to help develop the classroom as a learning society. Further, teachers should have to learn to liberalize themselves from the thinking of teaching isolation so that colleges had the chances to review each other’s professional points of view and to construct the common professional conscious among colleges so that to improve the perception of teaching conscious and eventually the professional development.
3. To future research:
Through diversified research methods and a longer-term study on the core of professional knowledge based on teachers’ experience might understand better the implicit meaning of teachers’ professional knowledge. The future researchers might find interesting in studying the application of teachers’ experience. In addition, the future researchers might also try to include more subjects with different backgrounds in their studies so that to have a broader conclusion about the theory. Finally, the studies on the fulfilling evaluation of focus groups and the benefits of individual teachers in focus groups from the professional dialogue of group cooperation might also be conducted.
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