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篇名
教師專業化歷程的觀察與反省:以一位偏遠國小教師之行動研究為例   全文下載 更多文章
並列篇名
An Observation and Reflection About the Process of Teachers' Reprofessionalization : A Case Study on the Rural Elementary School Teachers' Action Research
作者 簡良平
中文摘要
教師專業的概念內涵包括教師專業團體發展及教師個人專業化兩個面向,本文企圖從實際個案研究的觀察與反省,探討教師專業之理想與實踐的落差。本研究發現:偏遠地區小學在學校形成專業團體及專業文化有其困難,原因在於教師調動頻繁、人事組織不穩定,更因為教師態度不積極、學校領導人員不約束教師教學,大部分教師追求專業的意識不足等原因,而無法形成支持教師專業發展的專業倫理及專業團體。教師專業發展有賴個人強烈動機與更新實踐知識的行動,本研究個案教師透過改變課程與教學而經驗專業化歷程。教師專業能力增強可從幾個部分展開:(一)行動前,能評估學校課程脈絡及資源太少,自己決定課程、範圍及班級課程計畫;(二)行動中,能不斷擴充學生知識,增加判斷學生學習問題及改變程度的能力;(三)行動之後的反省,教師強化了自我覺知、增進規劃課程與更新教學活動的能力,更能掌握反省教室師生活動的意義,同時增強評估課程實施成效等能力。整個歷程發現,教師追求專業成長的強烈動機,產生與教學行動連結,採取更新實踐知識的反省態度,是教師再次專業化關鍵因素。
英文摘要
This purpose of this research is to discuss the difference the practice of teachers’ reprofessionalization form the theory, especially at rural elementary school. There were many difficulties in forming the professional culture and professional ethics in the rural elementary school. The teacher of the case study knew the truth and she decided to take action research on her curriculum and instruction in order to elevate profession by herself.The article described the process of the teacher’s reprofessionalization and presented the situations which the teacher encountered, too. The teacher reformed professional life from three dimensions: the first, she controlled little conditions and resources of the curriculum context, and decided to change class curriculum plan to cultivate the disadvantaged students’ reading abilities. The second, during the process of curriculum practice, she reflected her instruction and extended students knowledge, especially about how to evaluate her students’ performance. The third, she reflected her action research, she enhance self-awareness, curriculum knowledge, curriculum practice, and curriculum evaluation knowledge. The teacher was supported by her own strong motive of reforming professional instruction, then she did her endeavors to solve problems in the process of action research.
起訖頁 29-58
關鍵詞 教師專業化教師行動研究Teacher professionalizationTeacher action research
刊名 課程研究
期數 200709 (3:1期)
出版單位 高等教育出版公司
該期刊-上一篇 「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
該期刊-下一篇 國小教師課程設計的實踐與難題
 

  

   
 
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