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題名：國小教師擴展學習歷程之研究
書刊名：師資培育與教師專業發展期刊
作者：林盈均
作者(外文)：Lin, Ying-chun
出版日期：2019
卷期：12:2
頁次：頁1-27
主題關鍵詞：矛盾；活動理論；擴展學習；Conflict；Activity theory；Expansive learning
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)
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  • 共同引用共同引用:174
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本研究透過一位國小教師的自我敘說，陳述個人在教學場域面對各種挑戰的故事，並以活動理論作為與故事情節對話的參考架構，探究教學故事中的社會文化脈絡，呈現教師擴展學習的歷程。研究目的是以活動理論為架構，理解教師教學活動的系統及運作；從教學故事探究因擾動而產生的情境變化，並從矛盾的觀點分析其影響；探究教師面對擾動及其產生的矛盾，將如何重新詮釋教學活動。研究結果如下：（1）教學是群體活動，應從整體脈絡來理解教學。教師實踐教學理念時，中介歷程包含工具的創造與應用、與社群成員在分工與規則中互動。活動系統是在情境脈絡中運作，中介歷程受到文化歷史因素影響，呈現社會環境的價值。（2）正向接受矛盾挑戰，有助教師擴展教學專業。教師面對擾動會感到挫折、形成矛盾張力，雖然矛盾是教師壓力來源，但在面對矛盾張力、建構解決問題策略歷程中，教師將更加瞭解問題以及環境，並擴展個人的教學專業。（3）面對擾動與矛盾，教師能反省慎思、理解自我，並建構未來教學行動的想像。
This paper presents the self-narration of an elementary school teacher to describe stories regarding various challenges at school. Activity theory is adopted as the reference framework of story plots and dialogues so as to analyze their sociocultural context and to present the expansive learning process of the teacher. The purpose of this paper is to examine the systems and operations related to teaching activities based on the framework of activity theory. Specifically, the teaching stories are explored to observe scenario changes engendered by related disturbances, and the effects of these changes from the perspective of conflict are analyzed, thus enabling a close examination of the teacher's conflicts while experiencing these disturbances and discussing the teacher's reinterpretation of teaching activities. The conclusions of the study are as follows. (1) Teaching is a group activity and should be examined through the overall context. While actualizing their teaching ideas, teacher undergo various mediating processes, including the creation and application of teaching tools and interaction with their peers to assign tasks and define related rules. An activity system is operated under a scenario context, and mediating processes are affected by cultural and historical factors so as to demonstrate the values of the social environment. (2) Facing challenges with a positive attitude helps facilitate the development of teachers' teaching professionalism. When teachers face conflicts, they experience frustration and tension, but through the process of coping with tension and formulating problem-solving strategies, they can gain a greater understanding of related problems and the environment, helping them develop their teaching professionalism. (3) When faced with disturbances and conflicts, teachers should conduct introspection through self-understanding and formulate strategies for subsequent teaching activities.
期刊論文
1.Roth, W. M.、Lee, Y. J.(2007)。"Vygotsky's neglected legacy": Cultural-historical activity theory。Review of Educational Research，77(2)，186-232。  new window
2.Engestrom, Y.(2000)。Activity theory as a framework for analyzing and redesigning work。Ergonomics，43(7)，960-974。  new window
3.歐用生(20021000)。快樂學習或安樂死？--體驗學習的批判教育學意涵。課程與教學，5(4)，107-123。new window  延伸查詢new window
4.林佩璇(20070400)。臺灣教學行動研究運動--走入鴻流，走出泥淖，邁向新視野。課程與教學，10(2)，35-52。new window  延伸查詢new window
5.Engeström, Y.、Sannino, A.(2010)。Studies of expansive learning: Foundations, findings and future challenges。Educational Research Review，5(1)，1-24。  new window
6.簡紅珠(20020700)。教師知識的不同詮釋與研究方法。課程與教學，5(3)，1-15+125。new window  延伸查詢new window
7.陳佩英、曾正宜(20110600)。探析專業學習社群的展化學習經驗與課程創新行動--活動理論取徑。教育研究集刊，57(2)，39-84。new window  延伸查詢new window
8.林意雪(20101200)。文化工具做為教與學之分析架構：一個文學圈的實例探討。當代教育研究，18(4)，79-119。new window  延伸查詢new window
9.Gallucci, C.、Van Lare, M. D.、Yoon, I. H.、Boatright, B.(2010)。Instructional coaching: Building theory about the role and organizational support for professional learning。American Educational Research Journal，47(4)，919-963。  new window
10.甄曉蘭(20000100)。新世紀課程改革的挑戰與課程實踐理論的重建。教育研究集刊，44，61-90。new window  延伸查詢new window
11.Augustsson, D.(2018)。Collaborative media in educational settings: Teaching as a design profession。The International Journal of Design Education，13(2)，1-19。  new window
12.Engeström, Y.(2001)。Expansive learning at work: Toward an activity theoretical reconceptualization。Journal of Education and Work，14(1)，133-156。  new window
13.Rantavuori, J.、Engeström, Y.、Lipponen, L.(2016)。Learning actions, objects and types of interaction: A methodological analysis of expansive learning among pre-service teachers。Frontline Learning Research，4(3)，1-27。  new window
14.Sannino, A.、Engeström, Y.、Lemos, M.(2016)。Formative interventions for expansive learning and transformative agency。Journal of the Learning Sciences，25(4)，599-633。  new window
15.Vanassche, E.、Kelchtermans, G.(2015)。The state of the art in self-study of teacher education practices: a systematic literature review。Journal of Curriculum Studies，47(4)，508-528。  new window
16.張德銳、郭淑芳(20111200)。我國中小學教師專業發展實務與研究的問題與展望。師資培育與教師專業發展期刊，4(2)，21-43。new window  延伸查詢new window
會議論文
1.Yamagata-Lynch, L. C.、Haudenschild, M.(2006)。Using activity theory to identify contradictions and tensions in teacher professional development。2006 Annual meeting of the American Education Research Association (AREA)，J. L. Snow-Gerono (Chair) 。San Francisco, CA。  new window
2.林佩璇(2014)。課程轉化的持續動力：文化歷史活動理論觀。第十六屆兩岸三地課程理論研討會。吉林省：東北師範大學。279-290。  延伸查詢new window
研究報告
1.林煥祥(2008)。台灣參加PISA 2006成果報告 (計畫編號：NSC 95-2522-S-026-002)。  延伸查詢new window
圖書
1.Samaras, A. P.(2011)。Self-study teacher research: Improving your practice through collaborative inquiry。Sage。  new window
2.Schön, D. A.(1986)。Educating the reflective practitioner。Jossey-Bass。  new window
3.Leont'ev, A. N.(1978)。Activity, consciousness, and personality。Englewood Cliffs, NJ：Prentice-Hall。  new window
4.Jackson, P. W.(1992)。Untaught lessons。New York：Teachers College Press。  new window
5.Pinnegar, S.、Hamilton, M. L.(2009)。Self-study of practice as a genre of qualitative research: Theory, methodology, and practice。New York, NY：Springer。  new window
6.Engeström, Y.(2008)。From Teams to Knots: Activity-theoretical studies of collaboration and learning at work。Cambridge University Press。  new window
7.Schwab, J. J.(1970)。The Practical: A language for Curriculum。Washington, DC：National Education Association。  new window
8.Smidt, S.(2009)。Introducing Vygotsky。NY：Routledge。  new window
9.林盈均(2004)。辯論教學對提升國小學童語文能力成效之研究。臺北市：臺北市教師研習中心。  延伸查詢new window
10.Engeström, Y.(2015)。Learning by expanding: An activity-theoretical approach to developmental research。Cambridge：Cambridge University Press。  new window
11.Gedera. D. S. P.、Williams, P. J.(2016)。Activity Theory in Education。CT：Sense Publishers。  new window
12.Jackson, P. W.(1990)。Life in classrooms。NY：Teachers College。  new window
13.饒見維(2003)。教師專業發展：理論與實務。臺北：五南。  延伸查詢new window
14.Vygotsky, Lev Semyonovich(1978)。Mind in society: The development of higher psychological processes。Harvard University Press。  new window
單篇論文
1.Guy, E. S.(2005)。From rollout to appropriation: Changing practices of development and use during a groupware project，http://www.cmis.brighton.ac.uk/staff/esg1/papers/PhD/00_toc.pdf。  new window
2.Jonassen, D.(2000)。Learning as activity，http://www.learndev.org/dl/DenverJonassen.PDF。  new window
其他
1.李政勳(2015)。備課，備什麼？觀課，觀什麼？議課，議什麼？，http://flipedu.parenting.com.tw/blog-detail?id=1076。  延伸查詢new window
2.Rückriem, G.(2012)。"Activity Theory" as Methodology，http://georgrueckriem.files.wordpress.com/2011/10/2methodologie2012.pdf。  new window
3.Vygotsky, L. S.，Luria, A.(1934)。Tool and symbol in child development，http://www.marxists.org/archive/vygotsky/works/1934/tool-symbol.htm。  new window
圖書論文
1.Engeström, Y.(1999)。Activity theory and individual and social transformation。Perspectives on activity theory。Cambridge University Press。  new window
2.Engeström, Y.(1999)。Innovative learning in work teams: Analyzing cycles of knowledge creation in practice。Perspectives on activity theory。Cambridge University Press。  new window
3.Fenstermacher, G. D.(1986)。Philosophy of research on teaching: three aspects。Handbook of Research on Teaching。Macmillan Publishing Company。  new window
4.Davydov, V. V.(1999)。The content and unsolved problems of activity theory。Perspectives on activity theory。Cambridge University Press。  new window
5.Au, K.(1990)。Changes in a teacher's view of interactive comprehension instruction。Vygotsky and education: Instructional implications and applications of sociohistorical psychology。Cambridge：Cambridge University。  new window
6.Austin, T.、Seese, J. C.(2004)。Self-study in school teaching: Teacher's perspectives。International handbook of self-study of teaching and teacher education practices。London：Kluwer Academic Publishers。  new window
7.Leadbetter, J.、Warmington, P.(2010)。Expansive learning, expansive labour: conceptualising the social production of labour‐power within multi‐agency working。Activity Theory in practice: Promoting learning across boundaries and agencies。NY：Routledge。  new window
8.Stetsenko, A. P.(1999)。Social interaction, cultural tools and the zone of proximal development: In search of synthesis。Activity theory and social practice: Cultural-historical。Headington：Aarhus University Press。  new window
9.Gallego, M. A.、Cole, M.、LCHC(2001)。Classroom culture and cultures in the classroom。The Handbook of Research on Teaching。Washington, DC：American Educational Research Association。  new window
10.Pithouse-Morgan, K.(2015)。The power of "We" for professional learning。Polyvocal Professional Learning through Self-Study Research。CT：Sense Publishers。  new window
11.Loughran, J. J.(2004)。A history and context of self-study of teaching and teacher education practices。International handbook of self-study of teaching and teacher education practices。Kluwer academic publishers。  new window
12.Richardson, V.、Placier, P.(2001)。Teacher change。Handbook of Research on Teaching。American Educational Research Association。  new window
 
 
 
 
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