從教育理論到教育現場的知識轉換歷程：以創造性舞蹈教學實習為例

Process of Knowledge Transference from Educational Theory to Educational Practice: Taking Creative Dance Teaching Practicum as an Example

吳怡瑢(Yi-Jung Wu) ； 黃玉婷(Yu-Ting Huang)

《台灣舞蹈研究》 6期 (2011/12) Pp. 31-71

https://doi.org/10.6303/TDRJ.201112_(6).0002

摘要

教育與師資培育領域的學者已經發現，教學不只是教育理論的應用，還是教師過去相關經驗、教育價值觀的綜合體現。這種兼具理性與感性的知識，由於經常被運用在實務工作中，故稱為「實務知識」（Elbaz，1983）。而從反思出發的教學實習課程則可幫助實習教師意識到其故有的價值觀、挑戰刻板印象、改變教學行為，進而解決實務問題。然而，反思取向舞蹈教學實習課程是否能幫助舞蹈專長實習教師，則尚待探究。因此，本研究的目的，即在於發展反思取向舞蹈教學實習課程，以幫助舞蹈專長實習教師可以較好地將教學理論體現在舞蹈教學行為中。本研究的研究方法為行動研究。研究參與者為98學年度（2009年9月－2010年6月）修習「舞蹈教學與實習」的41名舞蹈科系學生，以及99學年度（2010年9月－2011年6月)修習同一門課的33名舞蹈科系學生。兩門課皆由本研究的第一研究者執教。98學年度的課採理論取向，而99學年度則轉為反思取向，強調實習教師的反思能力與問題解決能力。兩組實習教師皆須至校外實習，教導國小、國中非舞蹈專長學生創造性舞蹈。藉由收集質性資料—包括實習教師教學日誌、報告、筆記、教學錄影、研究者的反思日誌，以及協同研究者的觀察記錄等，研究者進行三階段編碼過程，以了解實習教師在實習過程中，如何將教育理論知識轉化為教學行為。研究發現如下：1.「反思取向舞蹈教學與實習」課程設計適合舞蹈專長實習生的需求；2.在「反思取向舞蹈教學實習課程」實施之前，舞蹈專長實習生的教學實務知識受到過去學習經驗的影響，因此無法將舞蹈教學理論知識有效轉化為實務知識；3.「反思取向舞蹈教學實習課程」實施之後，舞蹈專長實習生能意識、調整教學實務知識，較能將課堂上所學的教學理論轉化成為教學現場的執行能力。其知識轉化的歷程包含：（1）學習動機提高；（2）理解與內化課程架構之概念；（3）提昇班級經營技巧；（4）降低焦慮感；（5）了解「引導」的概念與步驟；（6）提昇批判思考能力。

關鍵字

舞蹈教學 ； 實習教師 ； 教學實務知識 ； 反思取向教學實習

並列摘要

Scholars in Education and Teacher Preparation have discussed that teaching is not only the application of theories but also the embodiment of past learning experience and value system, which shaped teachers' ”practical knowledge” (Elbaz, 1983). Reflective teaching practicum has been found to be able to help intern teachers become aware of their value system, challenge the taken for granted, and change behaviors to solve problems in practice. However, whether reflective dance teaching practicum could help intern teachers with professional dance background has been under investigated. The purpose of this study is to develop a reflective dance teaching practicum that can help intern teachers with professional dance background better embody educational theories during dance teaching practicum.The research method employed was action research. The research participants were 41 dance majors who took Dance Teaching Practicum in the school year of 2009, and 33 dance majors who took the same course in the school year of 2010. Both courses were directed by the first researcher of the present study. The 2009 course was theory-oriented, while the 2010 one emphasized intern teachers' reflection and problem-solving abilities. Both groups of intern teachers were eventually guided to teach creative dance classes for young learners without dance background. By collecting qualitative data, such as intern teachers' teaching journals, reports, notes, video-recording, the first researcher's reflective journals, the second researcher's observation sheets, etc., the researchers conducted a three-level coding system to find out meaningful themes that were related to the intern teachers' embodiment of educational theories during the learning process.The research findings were as follows,1. Reflective Dance Teaching Practicum met the needs of intern teachers with professional dance background.2. Before the Reflective Dance Teaching Practicum was implemented, practical knowledge of intern teachers with professional dance background was strongly influenced by past learning experience. Thus, the intern teachers could not effectively transfer the theoretical knowledge of dance teaching into practical knowledge.3. After the Reflective Dance Teaching Practicum was implemented, intern teachers with professional dance background became more aware of their practical knowledge, were able to adjust it accordingly, and became more capable of transferring educational theories into practice. Their processes of knowledge transference included: (1) enhancing learning motivation, (2) understanding and internalizing the concept of class structure, (3) enhancing classroom management skills, (4) reducing anxiety, (5) understanding the concept and steps of guidance, and (6) enhancing the critical thinking ability.

並列關鍵字

Dance teaching ； Intern teacher ； Practical knowledge of teaching ； Reflective teaching practicum