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研究生:許雅貞
研究生(外文):Hsu-Ya-Jen
論文名稱:教師團隊的對話,反思與行動歷程
論文名稱(外文):The Team of Teachers on the Process of Dialogue,Reflection and Action
指導教授:李明芬李明芬引用關係
指導教授(外文):Li, M. F.
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:社會教育研究所
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:221
中文關鍵詞:建構經驗學習團隊對話行動中的反思
外文關鍵詞:constructionexperience learningteamdialoguereflection-in-action
相關次數:
  • 被引用被引用:40
  • 點閱點閱:571
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:10
摘      要
  本研究主要針對教師專業議,以一個從事九年一貫自編教材的教師團隊為研究個案,探究其在專業對話、反思與行動上的表現,從成人經驗學習與建構學習的觀點,分析個案教師團隊形成、運作的歷程,並且探討此歷程的種種因素及其關聯。本研究採歷史回溯法,記錄教師團隊的形成過程,並以參與觀察和深入訪談的方式,探討團隊成員之間的專業對話、反思與行動內涵,並進一步檢視此歷程中的價值選擇、價值釐清與專業概念的建構結果。本研究發現:
一、教師自然形成的團隊,可以促進教師專業的對話、反思與行動,理性和感性因素有關,其中人格特質、學習傾向、關注議題、環境文化,皆是教師專業對話、反思與行動的主要探討層面與層次。
二、教師團隊透過終身學習與非正式學習的途徑,在關鍵議題與特殊情境中,可以幫助教師連結其經驗與思想,促使教師專業的整體發展。
三、教師團隊經由對話、反思與行動的深化歷程,不但可以擴充教師專業的整體經驗,更可以加深對話與反思的層次。
四、教師透過團隊參與的型態,加深自我的生活與生命意義與教師專業學習的關聯,將教師工作與專業學習視為生活整體中不可分割的部份,並以此作為探尋生命意義的基礎。
The focus of this research is on the issue of teachers’ ability about dialogue, reflection and action. By the case study, there is a team composed of elementary school teachers who are editing the teaching materials by themselves. And the most research purpose is on the dialogue, reflection and action included work and life context. The theory background of this research is standing on the experiential learning of adult and by the method of construction. The researcher wills inquiry the process of formation, participation and operation to find out the elements, reasons and its relation. There are two parts of this research, one is the history--recalling way to record the process of formation, and the other way is on the process of operation to understand its actual contract of dialogue, reflection and action by participating observation and deep interview. To further know the process of this team case by rechecking the choice of the value and the representation of the exiting meaning. Therefore, this research have these conclusion:
1、Teachers will naturally develop the team by daily life experience. The team also can inspire the dialogue, reflection and action. The reasons of formation are related with the whole rational and sensational key-points. Besides, the personality, learning orientation, concerned issue will affect the level or the range of the dialogue, reflection and action especially the culture of the environment included the reality of society and nature.
2、The team can help everyone relate their experience and thought by the way of lifelong and informal learning to improve the whole development of teacher work.
3、The team not only expands the whole experience of the teacher profession, but also digs the reflectional level by the translation of dialogue issue.
4、At last, Teachers concern the meaning of self and learning. By different kinds of activities, they become conscious of the style of participation on their work and learning. Most importance is that this kind of process will be the angle for exploring the meaning of life.
目        次
中文摘要
英文摘要
第一章 緒論
第一節 問題背景-----------------------------------------------1
第二節 研究目的----------------------------------------------10
第三節 名詞釋義----------------------------------------------11
第二章 文獻探討
第一節 成人學習與建構主義------------------------------------15
第二節 「對話、反思與行動」的建構與學習----------------------32
第三節 團隊實踐與學習----------------------------------------45
第三章 研究方法與實施
第一節 研究架構----------------------------------------------56
第二節 研究對象----------------------------------------------59
第三節 質性研究方法與實施------------------------------------66
第四節 研究倫理----------------------------------------------73
第五節 資料蒐集與分析--------------------------------------- 75
第四章 個案團隊的形成歷程
第一節 教師團隊形成的發展歷程--------------------------------79
第二節 教師團隊的學習經驗------------------------------------96
第三節 綜合分析---------------------------------------------110
第五章 「對話、反思與行動歷程」之分析與討論
第一節 「對話、反思與行動」的建構內涵-----------------------113
第二節 「對話、反思與行動」的跨越層面------------------------146
第六章 教師的專業認知與價值
第一節 「教師專業發展」的意義認知---------------------------180
第二節 「教師專業發展」的實踐價值-------------------------- 186
第三節 建構「教師專業發展」的能力---------------------------193
第七章 結論與反思
第一節 研究結論---------------------------------------------200
第二節 研究反思-------------------------------------------- 202
參考書目
中文部份-----------------------------------------------------204
英文部份-----------------------------------------------------208
附錄
附錄一:「教師專業」概念的整理表-----------------------------215
附錄二:團隊概念的整理表-------------------------------------216
附錄三:教育統計概況分配表-----------------------------------217
附錄四:研究者與研究對象之間的關係---------------------------218
附錄五:研究目標檢視-----------------------------------------219
附錄六:研究的關注層面與層次---------------------------------220
表    目    次
表2-1 整理自饒見維(1996)對「專業內涵」之範疇界定
  -------------------------------------------------------36
表2-2 整理自歐用生(1996)與陳美玉(1996)對「教師專業發展」之範疇界定
-------------------------------------------------------38
表2-3 整理自Marsick V. J. & Watkins K. E. (1990)
-------------------------------------------------------43
表2-4 整理自Marsick V. J.(1991)
 -------------------------------------------------------52
表3-1 團隊成員簡介
 -------------------------------------------------------61
表3-2 研究檢證分析表
 -------------------------------------------------------78
表4-1 形成教師團隊的主要影響事件
-------------------------------------------------------80
表4-2 個案教師團隊前期的背景分析
-------------------------------------------------------87
表4-3 個案教師團隊形成期的背景分析
-------------------------------------------------------90
表4-4 個案教師團隊運作期的背景分析
-------------------------------------------------------93
表4-5 教師參與團隊歷程的個別分析
------------------------------------------------------101
表4-6 教師參與團隊學習的專業發展歷程
------------------------------------------------------107
表5-1 教師團隊各階段的「對話、反思與行動」展現
------------------------------------------------------112
表5-2 教師團隊成員的「對話、反思與行動」跨越層面
------------------------------------------------------178
圖    目    次
圖2-1 Kolb(1984)的經驗學習循環模式
-------------------------------------------------------25
圖2-2 Jarvis(1987)的學習歷程模式
-------------------------------------------------------26
圖2-3 Bound & Walker(1990)促進經驗學習的模式
-------------------------------------------------------27
圖2-4 Usher, Bryant & Johnston(1997)經驗學習地圖
   -------------------------------------------------------27
圖3-1 個案教師團隊的專業反思與行動過程概念圖
-------------------------------------------------------57
圖3-2 教師團隊的對話、反思與行動歷程之研究架構
-------------------------------------------------------58
圖3-3 教師團隊的對話、反思與行動歷程的研究實施程序
-------------------------------------------------------71
圖4-1 教師團隊形成的經驗分析
-------------------------------------------------------80
圖4-2 教師個體的學習經驗分析
-------------------------------------------------------96
圖5-1 教師團隊的「對話、反思與行動」內涵
------------------------------------------------------113
圖5-2 教師團隊的專業對話情境因素
------------------------------------------------------125
圖5-3 「對話、反思與行動」的跨越層面
------------------------------------------------------146
圖6-1 教師專業的「對話、反思與行動」歷程
------------------------------------------------------180
圖6-2 反思教師專業發展的整體面向
------------------------------------------------------191
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