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題名:幼保師資培育關懷取向「專業倫理」課程實踐之研究
作者:武藍蕙
作者(外文):Lan-hui Wu
校院名稱:國立臺北教育大學
系所名稱:課程與教學研究所
指導教授:莊明貞
學位類別:博士
出版日期:2009
主題關鍵詞:脈絡性主體性工作者研究者解決之道幼保師資培育專業倫理課程關懷倫理學課程實踐行動研究early childhood teacher educationprofessional ethics curriculumcare ethicscurriculum praxisaction research
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(3) 博士論文(2) 專書(0) 專書論文(0)
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  • 共同引用共同引用:0
  • 點閱點閱:78
本研究源自幼保師資培育者對己身教授專業倫理課程理論與實踐問題之反思,推動Nel Noddings「身教」、「對話」、「實踐」、「肯認」四種策略之「關懷取向專業倫理課程實踐」行動,並加以轉化。捨棄以往的正義論思考模式,改以關懷倫理學為主要的理論依據,故以自傳與敘說為主,試圖重建專業倫理意識,建構融入幼保實務工作者聲音與主體性的課程內涵,期能在改進研究者己身教授之師培課程之外,尚能提供未來幼保專業倫理師資培育者改進課程之參考。
研究結果指出,關懷倫理學概念之具體化有助於建構關懷取向專業倫理課程行動方案、自傳與敘說能形塑師生互為主體之關係、關懷為本的省思乃幼保人理解和突破專業倫理困境之所在、自我敘說與角色互換是重建專業倫理意識之窗口、融入幼保實務工作者聲音與主體性的幼保專業倫理課程能促進脈絡性課程之再現。師生互為主體性在以關懷倫理學為理論參照的在職進修師資培育課程中為主要精神。藉由自傳與敘說,學生回顧自己在自傳中所呈現的專業生活與專業意象,並連結到案例討論中自己的觀點與所認同的角色,以突顯其專業倫理意識。藉由案例討論與角色扮演,學生重新理解專業倫理困境,看見自己在這種困境中的位置與解決之道,並有機會呈現自己的聲音與主體性。
研究者建議幼保專業倫理師資培育課程應納入女性主義關懷倫理觀,並正視權力關係運作中關懷的力量;幼保專業倫理課程研究應正視在職進修教保人員之自傳探究,政策制定者在協助幼保機構或團體訂立專業倫理守則時,應該將之納入在職訓練與專業進修的課程之中,啟發在職教師的哲學思考與社會學想像。
The four strategies of care ethics developed by Nel Noddings is applied to this action study to solve the binary problem of theory and practice of the researcher as teacher educator, empower the curriculum participators, and provide concrete advices for future research and teacher education. The study investigates the difficulties and realiy of the professional ethics understood and executed by the practitioners in the working fields of early childhood education and care by integrating their autobiography and narratives, films, case discussions, role playing and other learning activities into the care-ethics-approached curriculum.
The conclusions are as following: Firstly, the embodiment of the concepts of ethics of caring can help construct the curriculum praxis project of professional ethics of ECEC; secondly, autobiography and narrative can shape the inter-subjectivity of the curriculum praxis process; thirdly, dialogical curriculum based on caring can help teacher educators reflect on the crisis of professional ethics; fourthly, narratives and role-exchange can help practitioners reconstruct their sense of professional ethics. Finally, the integration of voices and subjectivity of practitioners of ECEC into the action study improve the representation of the contextual and situational curriculum.
The researcher suggests that ECEC teacher educators should integrate care ethics into their curricula , and emphasize the power of caring. Besides, The curriculum study regarding professional ethics should put more efforts on the autobiographical research in order inspire philosophical and sociological imagination of early childhood practitioners and educators.
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