敘事探究與漢語作為二語／外語教師的認知建構

敘事是一種研究方法，即敘事探究／研究，以「講故事」的方式呈現教師在教育教學實踐中的真實行為（事件），闡釋「故事」裡蘊含的「教育」意義。敘事研究在教育領域方興未艾，但在漢語作為第二語言／外語教學界並不多見。本研究通過多個敘事闡述了敘事探究對瞭解漢語作為二語／外語教師的知識結構之形成，說明教師建構自己的認知系統，促進教師專業發展的重要作用。敘事探究不僅僅是一種研究方法、一個研究工具，也是促進教師認知建構和專業發展的一條重要途徑。

關鍵字

敘事探究； CSL／CFL教師；教師認知；專業發展；認知建構；實踐性知識

並列摘要

Narrative, as a research approach, can present the behavior and events in instructional practice through ＂storytelling,＂ reflecting the educational significance of ＂stories.＂ Although narrative study is a developing subject in the education field, it is not common in the field of Chinese as a second language/ Chinese as a foreign language (CSL/ CFL) research. This paper, through several narrations, explains the importance of performing a narrative inquiry to understand the formation of the knowledge structure of CSL/ CFL teachers, elaborating on their cognitive system construction and promoting their professional development. The narrative is not only a research tool but also an approach or medium for the cognitive construction and professional development of teachers.

並列關鍵字

narrative inquiry ； CSL/ CFL teacher ； teacher cognition ； professional development ； cognitive construction ； practical knowledge

參考文獻

30.Borg, Simon. “Teacher Cognition in Language Teaching: A Review of Research on What Language Teachers Think, Know, Believe and Do,” Language Teaching, 36.2 (2003): 81-109.

31.Borg, Simon. Teacher Cognition and Language Education: Research and Practice (London, UK: Continuum, 2006).

32.Clarke, David, and Hilary Hollingsworth. “Elaborating a Model of Teacher Professional Growth,” Teaching and Teacher Education, 18 (2002): 947-967.

33.Conle, Carola. “Narrative Inquiry: Research Tool and Medium for Professional Development,”European Journal of Teacher Education, 23.1 (2000): 49-63.

34.Elbaz, Freema. “The Teacher's ‘Practical Knowledge': Report of a Case Study,” Curriculum Inquiry 11.1 (1981): 43-71.

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敘事探究與漢語作為二語／外語教師的認知建構

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