行動研究的趨勢以及信實度考驗的策略

Trends in Action Research and Approaches to its Credibility

王智弘(Wang, Chih-Hung)

《台灣教育研究期刊》 3卷4期 (2022/07) Pp. 345-356

摘要

在新課綱已經上路滿三年，教師專業發展評鑑也於2017年轉型為教師專業發展支持系統。為提升教師自主專業發展，改善教學現場的問題，行動研究為有效的策略之一。行動研究操作面的歷史脈絡可以從Lewin的場地論和Dewey做中學的概念進行研討，近年美國的「每位兒童成功法案」立法，強調實證教育方案介入能改善學習品質；這些都強化行動研究的重要性與可行性。本文從行動研究執行類型探討批判行動研究與實用行動研究的內容與功能。並且提出教師只要能夠掌握兩種行動研究典範，兼顧行動研究特有的五類效度證據，以確保行動研究信十度，達成教師教學專業成長與學生學習效能。

關鍵字

行動研究 ； 研究信實度 ； 教師專業發展

並列摘要

At the third year implementation for the Curriculum Guidelines of 12-Year Basic Education, Teachers' Professional Development Evaluation also transformed as Teachers' Professional Support System. In order to promote teachers' autonomous professional development, action research is one of the effective strategies. Action research's classical historical research paradigm was based on Field theory by Kurt Lewin and ＂Learning by Doing＂ empirical perspective viewpoints by John Dewey. ＂Make Every Student Success Act＂ amended by US formal President Obama echoed the call of recent development of empirical educational program implementation for individual student who is in needs of proper educational support. Action research can be categorized into two types: critical action research and practical action research. As teachers can master paradigm of each type action research, maintaining five validity evidences of action research, it is plausible for the, to achieve effective action research, instructional professional development, and instructional efficacy.

並列關鍵字

action research ； research credibility ； teachers' professional development