輔導國小教師從事行動研究之歷程探討

An Analysis of Promoting Professional Development for Elementary School Teachers on the Topic of Action Research

徐世瑜(Shih-Yu Hsu)

《課程與教學》 4卷3期 (2001/07) Pp. 89-102+195

https://doi.org/10.6384/CIQ.200107.0089

摘要

本文檢視筆者過去一年多來輔導國小教師從事行動研究之歷程。筆者首先闡述教師行動研究之意涵，其次說明所採用的三種模式：「專題演講」、「講演輔以互動示例」、「對話互動」。「專題演講」模式是以知識為本位的專業訓練模式。「講演輔以互動示例」的模式中，筆者透過專題演講傳遞行動研究的專業知識，繼而經由討論與分享，以教師的舊經驗為出發點，讓教師在互動中參與知識社會建構的歷程。「對話互動」的模式則透過自我反省、分析、與對話的方式，讓教師從內在動力出發，尋求自我的更新與發展。筆者的輔導歷程印證了唯有以教師的舊經驗為出發點，重視經驗的連續性與互動性，也就是以「教師為本位」的進修模式，才能有效促進教師的專業能力、激發教師的內在動力。

關鍵字

行動研究 ； 教師在職進修 ； 專業發展

並列摘要

The purpose of this article is to examine the process of promoting professional development for elementary school teachers on the topic of action research. The author first defines the meaning of action research. Next, three types of professional development are described: lectures, accompanied by interactive discussions, as well as interactive dialogue. The first type of professional development is knowledge-based, delivered through lectures. The second type of professional development attempts to enhance teachers' competencies of self-reflection and self research and is presented through both lectures and discussions.The third type of professional development attempts to enhance teachers' competencies of self-renewal and is presented through dialogues.Based on the results of self-reflection, the author provides some practical suggestions regarding professional development for elementary school teachers.

並列關鍵字

action research ； in-service training ； professional development

參考文獻

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