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題名:國民教育階段教師願景的研究-六位國民中小學教師之分析
作者:謝明燕
校院名稱:臺北市立教育大學
系所名稱:教育學系博士班
指導教授:梁雲霞博士
學位類別:博士
出版日期:2013
主題關鍵詞:國民教育階段教師願景關注焦點關注範圍compulsory education stageteacher visionfocus of teachers' visionrange of teachers' vision
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本研究旨在探究國民教育階段教師願景的內涵及和相關因素之間的關係。
本研究採用訪談法,擬定訪談提綱「國民中、小學教師願景訪談問題」進行半結構訪談;並立意取樣選擇研究的對象,共有臺北市及新北市6名教師,其中國中、小階段各3名教師,且男女性教師各3名。整理分析訪談結果,獲得結論如下:
一、教師願景的關注焦點主要分為:「關注學生學習」與「實踐教師專業」兩大面向。在關注學生學習方面,教師願景的內涵可分成:期許學生多面向的學習、期許自己對學生產生正向影響及期許自己從教書到教人三個主要範圍。在實踐教師專業方面可以分為「教師期許自己要能不斷學習」、「教師期許自己成為反思的實踐者」及「教師期許自己善盡社會責任」三個部分。
二、教師願景關注的範圍由小到大,從關注教室教學實務,進而關注學校教育事務,甚至於投入於社會事務。
三、國中小教師任教的教育階段雖然不同,但追求理想教學圖像的實踐是一致的。但因為學生身心發展不同,師生互動有些許的差異。
四、研究發現教師願景和相關因素的關係如下:教師願景隨教學生涯階段不斷轉折發展,教師願景並沒有因為性別差異而不同,教師願景並沒有因為學校所在地區不同而不同。
五、教師在教學生涯中遭遇挫折時,有願景的教師能堅持專業理想,展現實務智慧。
依據研究的結果對於教育決策單位、學校、師資培育機構及教師,提出下列相關建議:
一、教育決策單位:對偏鄉小校的困境加以協助,創造利於實踐教師
願景的文化脈絡,營建利於落實理想教學圖像的情境場域。
二、學校:應該重視學校組織願景與個人願景相契合是最理想的情
況,應該關心與傾聽教師個人的願景是什麼。
三、師資培育機構:在師資培育階段,要能培養學生對教育的願景,
建構屬於自己的理想教學圖像,作為日後實踐的動力與方針。另
外師資培育機構的教師,本身也應該有使命感及願景,才能引導
師資培育生建立自己的願景。
四、教師個人:要能建構屬於自己的理想教學圖像,有清楚的願景宣
言,作為引導實踐教學實務的動力,與教學生涯努力的方針。
The purpose of this study was to explore the content of compulsory education school teachers' vision, and the relationship between the relevant factors.
An interview guide of elementary and junior high school teachers’ vision and semi-structure interviews were used to collect data. Purposive sampling was used for sampling, a total of 3 male and 3 female teachers in Taipei City and New Taipei City, among them, 3 are junior high school teachers and the others are elementary school teachers.
The results of analyzing interview data, the conclusions are as follows:
1. The content of teachers' vision mainly laid attention on two issues, “the attention to students’ learning” and “the realization of teachers' expertise.” As for the attention to students’ learning, the content of teachers' vision can be divided into three dimensions: teachers are driving themselves to help students gain knowledge in different way and broaden their horizon, to have positive influence on their students, and to be not only the pattern of skilled teacher but also the one of mentor. As for the realization of teachers' expertise, it can also be divided into three dimensions: Teachers are driving themselves to motivate in lifelong learning, to practice self-reflection, and to fulfill social responsibility.
2. The content of teachers' vision had concerns about a range of affairs, from the classroom instruction affairs to the school education affairs, and even further to the dedication of social affairs.
3. As for the relationship between the relevant factors, although devoted in different levels of school, the teachers’ ideal images of teaching are consistent. Because of students' physical and mental developments are different, the teacher-student interaction patterns had slight differences in different levels of school.
4. As to the relationships between teachers' vision and the relevant factors, the results showed that teachers’ vision tended to vary with various stages of teaching career; however, teachers’ vision didn’t have any diversity with teacher gender, and the location of in-service school district as well.
5. While confronted with frustration, the teachers who hold with their vision have more determination to keep up their professional ideals and showed great wisdom of professional practice.
According to the results of the study, the suggestions for educational decision-making units, schools, teachers training institutions and teachers are as follows:
1. Educational decision-making units should provide more assistance to small schools in remote area to solve their difficulties, create the cultural context that is contributed to the accomplishment of teachers’ vision, and create favorable environment that is facilitated the realization of ideal images of teaching.
2. School organizations should take into account if the vision of school organizations can come to agreement with teachers’ vision , should be concerned about and willing to understand the teachers' personal vision.
3. Teachers training institutions should enable students to cultivate their own vision of education, while they are in the period of training to be a teacher; enable them to cultivate their own ideal teaching images that serve to motivate and guide them the future practice. Besides, teachers of teacher training institutions should also have a strong sense of mission and vision, in order to guide students to create their personal vision of education.
4. Individual teachers should be able to cultivate their own ideal images of teaching, make clear personal vision statements as the driving force and compass for their teaching career.
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