校長反省實踐之研究

A Study of Principals' Reflective Practice

陳依萍(Yi-Ping Chen)

指導教授 ： 謝文全 ； 黃乃熒

國立臺灣師範大學/教育學院/教育學系/博士(2000年)

摘要

本研究的主要目的，首先在於探討反省實踐的相關意涵與理論，其次是探究校長運用反省實踐的方法、類型、模式與步驟，並進一步瞭解反省實踐理念在校長專業培訓方案的應用實例，最後根據研究結論提出建議，以供相關單位及人員之參考。經由相關文獻之分析與訪談之實施，本研究歸納出以下結論：
一、反省實踐是一種慎思的歷程，其強調經驗與持續成長的重要性。該理念歷經萌芽、發展與應用等三階段，目前已應用到師資培育與教育行政領域。
二、反省實踐具有提升個人專業成長與激勵組織變革等正面功能。若校長疏於從事反省實踐，則會產生不利校長專業成長、降低組織績效等負面的影響。
三、行動理論、成人學習理論以及建構主義理論與反省實踐有密切相關，並肯定藉由反省實踐可調整個人的行動理論、激發學習動力以及建構知識。
四、促進反省實踐的方法相當多樣，可分為寫作、觀察、模擬、語意分析等四大類，並各有其具體的作法。目前受訪校長較常使用的是對話與關注他人的聲音。
五、反省實踐的類型可分為技術性、詮釋性、對話性、批判性以及多元互動性五種。受訪校長較常運用的為技術性、對話性及批判性三種。
六、反省實踐的模式可分為行動前反省、行動中反省及行動後反省三種。受訪校長多採用行動後反省模式，且在遭遇到特殊的人、事、物時，更能激發反省實踐。
七、反省實踐的步驟可分為三階段八步驟，並應為一種循環的歷程。受訪校長實際上並未完全運用所有的步驟。
八、反省實踐理念可運用在校長專業培訓中，受訪校長亦肯定此種作法的重要性。
九、國外校長專業培訓方案運用反省實踐著重於解決實際問題的學習，並協助校長同儕建立夥伴關係。我國運用反省實踐在校長專業培訓方案的情形則尚未普遍。
根據上述結論，本研究提出下列建議：
一、對校長的建議
（一）應加強運用札記、行政檔案等不同方法以激勵反省實踐，進而提升個人的專業成長。
（二）宜增進行動前與行動中的反省，以強化反省實踐的運用。
（三）應增進專業對話的機會，藉由與他人互動以激發反省實踐的能力。
二、對校長專業培訓方案設計者的建議
（一）以反省實踐理念融入方案核心，改變以傳統學科本位為主的設計。
（二）提供主動參與的多元活動，以有效提升校長反省實踐的能力。
三、對師資培育機關及人員的建議
（一）將反省實踐理念納入行政課程或專業培訓方案的規劃，以利於理論與實踐之結合。
（二）宜提供校長專業成長的管道，並以催化者的角色促進校長從事反省實踐。
四、對主管教育行政機關的建議
（一）提供在職校長培養反省實踐能力的機會，並規劃相關的制度加以配合。
（二）以反省實踐理念設計校長儲訓課程，培養具反省實踐能力的校長。
五、對進一步研究的建議
（一）採用個案研究的方式進行更深入與長時間之研究。
（二）以行動研究進行實驗性的研究。
（三）以不同的反省實踐方法進行實驗性之研究。
（四）以反省實踐理念建構校長專業培訓方案，並加以實驗。
（五）以其他的行政人員或教師做為研究對象。

關鍵字

反省 ； 反省實踐 ； 以問題為基礎的學習 ； 同儕輔助領導 ； 校長 ； 校長專業培訓

並列摘要

The aim of the study is to explore the meaning and theory related to reflective practice, to investigate the ways, types, models and steps in which a principal exercises reflective practice and to further examine the application of the concept involving reflective practice to a principal-professional-training program. At length, based on the conclusion of the study I offer some suggestions, which can be referred to by the authorities concerned. By means of the analysis of the literature and interview, the following conclusions are reached:
1.Reflective practice is a process of deliberation, emphasizing the importance of experience and incessant development. The concept of reflective practice undergoes three stages─germination, development and application. For the time being, it has been applied to a teacher training and the field of educational administration.
2.Reflective practice has a positive function of uplifting personal professional development and of encouraging a revolution of an organization. Provided that a principal ignores to engage himself in reflective practice, some negative effects will occur, that is, those detrimental to a principal’s professional development will be generated and the efficiency of an organization will be decreased.
3.Action theory, adult learning theory and constructivism theory, closely related to reflective practice, support the fact that the application of reflective practice can adapt personal action theory, invoke learning motivation and construct knowledge.
4.The ways to facilitate reflective practice are diversified, including writing, observation, simulation, and semantic analysis, each with a concrete strategy. At present, a principal often uses dialogue and pay heed to others’ opinions.
5.The types of reflective practice can be classified into technical, interpretive, dialogic, critical and multiple-interaction reflective practice. The most common ones used by a principal are technical, dialogic and critical reflective practice.
6.The models of reflective practice contain reflection for action, reflection in action and reflection on action. Those interviewed principals, more often than not, adopt reflection on action, in particular a special person, thing and object can further stir principals’ reflective practice.
7.The steps of reflective practice, a process of circulation, include three stages and eight steps. All of the interviewed principals, in essence, do not completely employ all of the steps.
8.The concept of reflective practice can be applied to a principal-professional training, of which the interviewed principals also affirm the importance.
9.Foreign principal-professional-training programs, which make use of reflective practice, focus on learning to solve a practical problem and on helping principal peers build a partner relationship. Nevertheless, the situation of applying reflective practice to a professional training is still uncommon in our country.
On the basis of the conclusions given above, I offer the following suggestions:
1.Suggestions for principals:
(i) To utilize different ways, such as to keep a journal or to collect administrative portfolios to promote reflective practice and further enhance individual professional development.
(ii) To increase reflection for action and reflection in action, consolidating the application of the reflective practice.
(iii) To promote an opportunity of a professional dialogue, in which the ability for reflective practice can be aroused by means of interaction with others.
2.Suggestions for designers of a principal-professional-training program:
(i) To put the concept of reflective practice into the core of the program, changing a traditional subject-oriented design.
(ii) To offer diverse activities, which can evoke active participation, effectively elevating a principal’s ability for reflective practice.
3.Suggestions for the staff of the teacher education institution:
(i) To incorporate the concept of reflective practice into an administrative curriculum or a professional-training program, which can facilitate the combination of theory and practice.
(ii) To provide a channel for the professional development of a principal and to promote the reflective practice by playing a catalysis role.
4.Suggestions for the chief of the educational administration institution:
(i) To provide the opportunity by which a principal can develop the ability for reflective practice and plan some related systems.
(ii) To design a principal-training curriculum in terms of the concept of the reflective practice and educate a principal with the ability of reflective practice.
5.Suggestions for Further Study:
(i) To adopt a case study for longitudinal and further research.
(ii) To undertake an experimental research in light of action study.
(iii) To undertake an experimental study by means of different ways of reflective practice.
(iv) To construct a principal-professional-training program in terms of the concept of reflective practice and do some further experiments.
(v) To have other administrative staff or teachers as the subjects of the study.

並列關鍵字

peer-assisted leadership ； principal ； principal-professional-training ； problem-based learning ； reflection ； reflective practice

參考文獻

林明地（2000a）：學校行政的「技藝」性質及其對學校行政理論與實際

於現代教育論壇：校長證照制度與校長專業發展。台北：國立台北

林明地（2000c）：助長學校組織學習的關鍵：校長轉型領導。學校行

張春興（1989）：張氏心理學辭典。台北：東華。

選、評鑑與專業發展國際學術研討會」論文集（pp.73-86）。台北：