合作發展經驗教師專業實踐理論之研究

作者:陳美玉(國立屏東師範學院初等教育學系)

卷期：49卷第1期
日期：2004年4月
頁碼：123-138
DOI：10.3966/2073753X2004044901007

摘要：

教學是一門兼重理論與實踐經驗的折衷藝術，本研究為了促成高職經驗教師專業實踐理論的發展，體現理論與實踐互惠發展的研究旨趣，乃以五所高級職業學校經驗教師作為研究對象，採用文獻分析、經驗描述、論辯、合作反省、晤談與內容分析等方法進行。本研究所獲得的重要結論，包括：經驗教師專業實踐理論具有多樣態的特性、透過合作途徑發展經驗教師專業實踐理論有其限制，合作發展教師專業實踐理論途徑對於促進經驗教師專業發展，具有正面的影響效果等三項。本研究並針對專業合作途徑的運用、教師經驗的應用與處理，以及未來的研究等三個層面提出建議，作為日後促進研究者與實踐者專業合作、經驗教師專業發展與相關研究之參考。

關鍵詞：專業合作、經驗教師、教師專業實踐理論

《詳全文》

The Development of Experienced Teacher's Professional Practical Theory: The Professional Collaborative Approach

Author: Mei-Yuh Chen(Department of Elementary Education, National Pingtung Teacher College)

Vol.&No.：Vol. 49, No. 1
Date：April 2004
Pages：123-138
DOI：10.3966/2073753X2004044901007

Abstract：

The implementation of a nine-year, one-cohesive-line curriculum at the junior high school level has brought unprecedented and difficult challenges to the traditional educational system in Taiwan. Among the hotly debated issues, the ideal of "curriculum integration" has proven most controversial. In the field of arts education, traditional teaching relies heavily on a subject-based model. Therefore, the newly-established "curriculum integration" program which advocates the integration of different art subject areas in each lesson has proved difficult and frustrating to arts teachers. However, teachers' knowledge and competence remains a crucial factor in the search for solutions to educational problems the teachers' professional level is considered crucial; implementation of the new reforms can hardly be separated from the issue of advancing or transforming art teachers' professional skills.
Therefore this research project is an analysis of the close connection between the implementation of the curriculum integration policy and the transformation of teachers' professional knowledge. Firstly, we have tried to clarify the theoretical basis for arts subject area and curriculum integration. Secondly, we have attempted to delineate the spirit and the methods of curriculum integration put forth by the nine-year, one-cohesive-line curriculum, and to discuss the problems teachers have had in putting this curriculum into practice. Finally, we have investigated the academic and pedagogical "transformations" an arts teacher must undergo in order to advance her/his professionalism and meet with the new demands of arts curriculum integration.

Keywords：professional collaboration, experienced teacher, teacher's professional practical theory