從自我導向學習觀探討初任教師專業成長之研究-以國民小學初任教師為例

A Study on Exploring the Professional Development of Novice Teachers Self-Directed Learning Perspective -An Example of Two Novice Elementary School Teachers

洪莉欣(Li-sin Hong)

指導教授 ： 趙美聲

國立臺灣師範大學/教育學院/教育學系/碩士(2006年)

摘要

本研究旨在探討初任教師的專業成長歷程，運用自我導向學習的觀點加以探究，在研究法上，本研究以訪談為主，以短期的觀察、文件分析、反思札記為輔，對兩位桃園市國民小學初任教師的專業成長歷程作探究，最後提出本研究的結論與建議。
研究結果發現：初任教師在專業成長的動機包括：（一）在教學現場與同事的討論中激發學習的火花（二）教學現場中能力的增長（三）校務行政的派遣，深覺學習的重要。
其次，專業成長是透過計畫的擬定而進行，主要選擇途徑有：（一）同事討論為激發學習的動力（二）透過課程的選修，進行完整的學習（三）行動研究是一種學習的歷程（四）參與研習，滿足實際需求。在訪談的過程中了解，專業成長遇到的助力主要有來自同事間的激勵；而阻力主要有學校行政制度、時間與教師體力的不足等三大面向。在進行專業成長後，對其教職的省思有：以教師為專業的心態看到自身工作。而初任教師於專業成長過後，對其教學的影響有：對教學進行反思與留意時事、教育趨勢的了解。
最後，在訪談過程中，理解到教師在進行專業成長時，不論經歷多少困境與阻礙，在過程中，不斷抱持著改進教學的理想，在完成後，產生自我實現的觀感。

關鍵字

自我導向學習 ； 教師專業成長 ； 專業成長歷程 ； 質性研究

並列摘要

The aim of the study is to explore the professional development process of novice teachers from the view point of self-directed learning. As for the methodology of the study, I collected data mainly from interviews and used short-term observations, document analysis, and journal reflections as the complementary methods to probe the factors which affect the professional development of two novice elementary school teachers in Taoyuan. The following are the conclusion and some suggestions made based on the study.
The study result manifests the novice teachers’ motives of pursuing professional development. The motives come from mainly three aspects. First, the reflective discussion on teaching with other teachers motivates learning. Second, the real experiences of teaching help teachers take great strides in their professional ability. Third, the administration job in school makes novice teachers aware of the importance of self-directed learning.
Professional development can be planned and the access to it includes the following means. First, reflective discussion with other teachers leads to professional growth. Second, further course taking provides complete learning in the related field. Third, action study can be a learning opportunity. Fourth, participating in workshops meets novice teachers’ learning demand. Except for these access, through interviews I found that the encourage from the colleague teachers can be a main help to professional development. While the administration system of school, the time and the teachers’ physical limit pose as the main obstacles.
Professional growth makes novice teachers view the teaching job as a specialized field. And while teaching, they can be more reflective, pay more attention to what is happening in the world, and be more aware of the trend in education. Through interviews we know that while pursuing professional development, setbacks and frustrations are what the teachers surely encounter. However, with the ideal in mind and make truly efforts, the teachers can obtain professional growth and further achieve self-realization.

並列關鍵字

self-directed learning ； professional development ； professional growth ； qualitative study

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