生態語言教育師資發展項目初探—以《樂台東》個案為例

筆者觀察目前華語師資培育的現況，同時反思自我華語教師養成的歷程，認為過去以至於現在的師培經驗，多注重於語言「陳述性知識」與「程序性知識」的討論，然而教學並非知識的堆積，仍必須透過教師「後設認知」的意識，才能達到教學的實踐性意義，而關注「教師發展」 (teacher development) 的意義方是師資培育的目的。同時筆者於二〇一四年參加以生態語言教育觀 (ecological perspective, van Lier, 2004) 為師培觀點發展的《樂台東—北加州及其他州K-12教師來臺教學研習》後，感受其以「人」為中心的項目設計方式，認為教師身為華語專業領域的一環，應該重新思考「自我」發展的重要性，因為每個教師個體，都有其特殊性，而生態語言教育觀下的師資培育就是希望透過項目探究環境與合作學習的本質，激發教師的潛能，透過教師由內而外的感知與詮釋，啟動教師「改變」的可能性，進而找回教師教育的動機。本研究以記錄、觀察與分析《樂台東》生態語言教育師資培育的過程與成效，探究關注「教師發展」之師資培育意義。筆者透過訪談項目設計者、行政人員，以及教師學員等共十九位參與者之於《樂台東》的回饋，分析其訪談之內容，探討生態語言教育師資培育的特點與侷限，進而提煉生態語言教育師資培育項目之於華語師資培育建議，認為師資培育必須以教師發展的前提之下，建立項目發展的定位，同時必須透過教師個體探詢自我，找尋學習內容，以及與他人合作學習的方式，實踐於教學之中，藉由教師認識自我、提升意識與找尋自我定位的過程，達到教師發展「成長」的意義與目的。最後，筆者認為當教師定位清楚，自主發展，便能更有意識地感知華語教學專業領域之需求與發展性，回到領域之中，達到自我專業職涯規劃與發展的動機，成為華語領域專業發展、永續經營的意義。

關鍵字

生態語言教育觀；師資培育；教師發展；教師意識；教師自我

並列摘要

The essay attempts to view and develop a teacher development program through the lens of the ecological perspective (van Lier, 2004) by analyzing a case study of Le Taitung, a teacher training program regarding language and culture teachingaimed at K-12 teachers in North California and other U.S. states. The author inspects teacher training programs and teacher education programs for Mandarin, and believes that a program should help teachers of Mandarin develop his or her own pedagogical practices. A teacher’s awareness and the “metacognition” of oneself is necessary to help develop his or her profession. Meanwhile, with the “human-centered” experience seen during 2014’s Le Taitung program, the author thinks that the teacher development program also should reflect the importance of developing the concept of “Teacher’s Self” because all teachers have individualized unique traits. Using the ecological perspective to drive a teacher development program encourages teachers to be conscious of their environment as well as take part in the process of cooperative learning, thus allowing them to perceive their Teachers’ selves and improve teacher retention. By recording, observing and analyzing the Le Taitung program, the author attempts to generalize the elements for a Teacher Development program. The author interviews 19 attendees in the program, including 2 program designers, 4 administrators, and 13 teachers regarding their feedback about the Le Taitung program. With the analysis, the author discusses the advantages and limits of the program and suggests that the core value for teacher training or teacher education should be based on the sense of teacher development. Teachers should develop their teaching practices in a program through self-inquiry and cooperative learning to direct and determine their own professional growths. As the result, teachers with a strong Self and autonomy will know and understand the need and significance of one’s profession, which helps teachers achieve the Self-motivation for professional development and personal growth.