- 期刊
以自傳式探究發展高關懷班桌遊教師之教師專業
APPLY THE AUTOBIOGRAPHICAL METHOD TO DEVELOP TEACHERS' PROFESSION OF A BOARD GAME TEACHER IN AN INTENSIVE-CONCERN PROGRAM
摘要
教師專業發展一直是師資培育重視的項目。歷來教師專業發展的培養多是教師參與研討會或是進行師資培育等活動，少有以教師為學習者的身分出發，探討教師本身從課程發展及教學之中的成長歷程。國中高關懷班對於教師是一個極大的挑戰。教師不僅需要教授符合授課的內容外，還需要熟知每一位學生的個別需求。因此，教師本身需要不斷的從情境中修改及省思自我的教學模式，進而產生高關懷班的教師專業。本研究乃述說研究者身為一位國中高關懷班桌遊教師之心態與教學方式轉變的自傳式研究。全文分成兩大重點：第一部份記述研究者在高關懷班擔任桌遊教師的成長歷程，透過自我省思，探討如何轉變自己，再進一步影響學生。第二部份歸納了自傳式探究在教師專業發展上的優點，給予相關領域的教師作參考。
並列摘要
The professional development of teachers has always been an important item of teacher education. Teachers' professional development has mostly involved participation in seminars or teacher training activities. It is rare to start from the identity of teachers as learners and explore the growth process of teachers from curriculum development. The intensive-concern program in junior high school is a great challenge for teachers. Teachers not only need to teach the content that meets their teaching but also needs to be familiar with the needs of students. Teachers need to constantly modify and reflect on their teaching model from the teaching situation, and then produce the teacher profession of an intensive-concern program. This research is an autobiographical study that describes the researcher's transformation of teaching as a board game teacher in an intensive-concern program. This article has been divided into two main points: The first part describes the researcher's growth as a board game teacher in the intensive-concern program. Through self-reflection, the teacher first explores how to transform himself, and then further influences the students. The second part summarizes the advantages of autobiographical inquiry in teacher professional development and provides a reference for teachers in related fields.