一位語文跨界教師專業成長的敘事探究

本研究運用自我敘說，探究我從國文教師、華語教師到華語師培教師的跨界經驗，透過面對困境、教學實踐與行動反思的歷程，達到教師專業成長的目的。本研究透過經驗回溯、課堂教學觀察、重要關係人與學生訪談、文件分析等多元方法蒐集資料，再現我在不同專業成長歷程中的代表性故事，藉由經驗敘說與探究，將經驗意義化。　　故事撰寫分成四個章節：大學師資生時期、國文教師時期、華語教師時期、華語師培教師時期，以整體──內容的敘事模式，按照時間順序記錄重要事件。故事分析主要分為兩部分，首先探究跨界教師的專業成長之路，在跨越不同邊界的過程中，當我的教學實踐遇到挫折與困頓時，我如何調整我的教學理念並轉化為行動，再透過經驗與理論對話的過程，提升我的教學專業成長。第二節從專業知能、教學實踐、專業投入三個面向，貫串前述的故事，並再概念化教師專業成長的意義。　　本研究針對國語文與華語師培提出數項建議：教學生「如何學」、思考讓學生學以致用、將課程內容融入彼此的生活與人生、教學方法創意多元求新求變、理論結合實務的師培課程、師培課程小班制與師徒制。

關鍵字

教師專業成長；師資培育；跨界；敘事探究

並列摘要

This research used self-narration to explore my border-crossing experience from the perspective of a Chinese literature teacher, a Chinese language teacher, a trainer of Chinese language teacher, and to achieve the purpose of teacher professional development through the process of dealing with difficulties, teaching practice, and action reflection. This research collected data through multiple methods such as experience retrospective, classroom teaching observation, interviews with important stakeholders and students, document analysis, etc., to reproduce the representative stories of my development in different professions, and to apply narrative inquiry to give meaning to these experiences. The story narration divided into four chapters: the period of practice teacher, the period of Chinese literature teacher, the period of Chinese language teacher, and the period of a trainer of Chinese language teacher. The overall events are written and narrated in chronological order, and the story is analyzed and mainly divided into two parts. The first is to explore the professional development of cross-border teachers. In the process of crossing different boundaries, when my teaching practice encountered setbacks and difficulties, how I adjusted my teaching philosophy and transformed it into action and then and enhanced my teaching professional development through the process of dialogue between experience and theory. In the second section, I will run through the aforementioned stories from the aspects of professional knowledge, teaching practice, and professional investment, and then conceptualize the meaning of teachers' professional development. 　　This research puts forward several suggestions for the training of Chinese literature teacher and Chinese language teacher: to teach students "how to learn", instruct students to apply what they have learned, integrate course content into each other's lives, diversify teaching methods with innovative ideas, combine theory with practice and maintain small class and mentorship of teacher’s training courses.