本研究旨在探討一位從體制內教育出走至體制外華德福教育的教師,其生命歷程中所形塑的教學實務知識。研究者從中歸納教師實務知識發展的內容、結構與影響教師實務知識發展的因素。研究者採用質性研究取向的敘說探究,研究者即為自我敘說者。本研究資料蒐集來源有:相關文件和訪談紀錄。本研究敘說歷程以教師生涯分成職前階段、在職階段與現階段。本研究發現為:(一)「教學意象」是研究者教師實務知識發展內容的關鍵。(二)「人」是影響研究者教師實務知識發展的最重要因素。(三)「教師的自省」促使研究者教師實務知識的發展和實踐。研究者發現教師的自省促使教師實務知識發展和實踐形成一個循環機制:「自省→發展→實踐→自省」。
The purpose of this study was to explore the development of a Waldorf teacher's practical knowledge through her life experiences. The researcher summarized the content and structure of this teacher's practical knowledge and analyzed the factors influencing the formation of her practical knowledge. This study employed narrative inquiry and the researcher was the narrator. The data were obtained from related documents and interviews. The documents were life records, reflective journals, and teaching videos. The study examined the practical knowledge which influenced this teacher's teaching practice in different stages of her teaching career. The findings of this study were: (a) Teaching image was key to the development of the teacher's practical knowledge. (b) Several persons such as parents, teachers, and peers played important roles in the development of her practical knowledge. (c) Teacher reflection facilitated the development and practice of the teacher's practical knowledge.