教育政策釋意取向的實踐啟示與評析

The Inspirations and Analysis of Educational Policy Sensemaking Tendency

蔡進雄(Chin-Hsiung Tsai)

《教師專業研究期刊》 16期 (2018/12) Pp. 1-24

摘要

長期以來國內教育政策的實施大都是採取由上而下（top-down）的途徑，惟如此運作有時無法達成應有的政策目標，究其原因往往是教師對於政策內容的不理解與認知不足，而釋意（sensemaking）理論的內涵正可以合理地解釋此一現象的背後原因。也就是說，要了解一項教育政策會不會產生什麼效果，我們就必須了解教育政策實施者或利害關係人對於該項教育政策是如何認知、如何解讀及如何賦予意義。本文認為教育政策釋意可闡述為：新教育政策或教育改革推動時，教師個人會以原來既有的認知框架來解讀，接著教師對於新的教育政策或改革措施會加以合理化、賦予意義或者有了新的理解，因而浮現形成教師的反應並影響教育政策的實施與執行成效，此一定義觀點可供教育政策實務及學術研究之參酌。此外，本文亦從注重教師的認知與解讀、加強與教師的溝通、重視教師的增能等闡述釋意理論對教育政策之啟示。之後，由忽略影響教育政策的多元因素、忽略教育政策的合法性及強制性特徵、忽略以證據為基礎的教育政策趨勢，闡述教育政策釋意理論的侷限，最後並從鑲嵌自主性觀點對教育政策釋意理論加以評析。

關鍵字

教育政策 ； 釋意 ； 教育政策釋意

並列摘要

The implementation of educational policy in the nation has been from top down for a long time; however, this approach sometimes cannot accomplish the expected strategic goals, which is usually due to the lack of understanding of the policy contents and insufficient cognition from the teachers. The concepts of sensemaking theory can be used to reasonably explain the causes behind this situation. In other words, we have to consider how educational policy implementers or stakeholders perceive, interpret, and define the policy. This study suggests that the sensemaking of educational policy as follows: when new educational policy or educational revolution is in progress, teachers will interpret the policy using existed cognition. Then, teachers will rationalize, define, or create new understandings about the new educational policy or revolution, and form the responses that influence the effectiveness of educational policy implementation. This point of view can be references for educational policy application and academic studies. Besides, this study also emphasizes the teachers' cognition and interpretation, communication with teachers, and teacher empowerment. Also, this study analyzes the limits of educational policy sensemaking from neglecting multiple factors of influencing educational policy, neglecting the legitimacy and mandatory characteristics of educational policy, and neglecting evidence-based educational policy tendency. Finally, the study also analyzes educational policy sensemaking from the perspective of embedded autonomy.

並列關鍵字

educational policy ； sensemaking ； educational policy sensemaking