從內隱知識的觀點論教師學習與專業發展

Teacher Learning and Professional Development-The Perspective of Tacit Knowledge

陳美玉(Mei-Yuh Chen)

《課程與教學》 9卷3期 (2006/07) Pp. 1-13

https://doi.org/10.6384/CIQ.200607.0001

摘要

本文藉由Polanyi的論點，探討內隱知識存在個人知識中的事實，進而論述內隱知識是如何透過默會致知的形式，與教師所處的教學情境、實踐行動，及其個人心靈相互結合在一起，進而主導教師對於外顯知識的運用，成為教師專業生命的菁華，提升其專業進入藝術境界的關鍵性內在因素。然而，截至目前為止，卻仍較少以教師內隱知識為主題所進行之研究，此項缺漏不免造成教師學習與專業發展的無效率。因此，本文除了探討透過內隱知識之觀點論述教師學習與專業發展的重要性之外，同時也提出教師內隱知識管理與發展的幾項做法，並強調相關人員應以一種更人性而寬廣的心態，更多時間與經驗的投入及參與，協助教師進行內隱知識的管理與發展，教師學習與專業發展的品質與成效才能獲得進一步的確保。

關鍵字

內隱知識 ； 教師學習 ； 教師專業發展

並列摘要

From Polanyi's personal knowledge perspective, tacit knowledge is stored in personal mind. Teacher personal knowledge is the same that combines from the teaching situation, practical action and personal mind, and then it can dominate teacher explicit knowledge, become the essence of teacher's professional life. Unfortunately, up to now, there are still less studies about the topic of teacher tacit knowledge. This inefficiency will cause the ineffective teacher learning and professional development unavoidably. Therefore, this article explored the significance of teacher learning and professional development through the perspective of tacit knowledge, and provided several strategies for teacher tacit knowledge management and development, as well as emphasized that the relevant personnel should input more time and experience with the humanistic and broad mind to help teacher learning and professional development, in order to assure the quality and effect of teacher professional development in future.

並列關鍵字

implicit knowledge ； teacher learning ； teacher professional development

參考文獻

陳美玉(2002)。教師個人知識管理與專業發展。台北:學富文化。

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彭淮棟、Polanyi, M.(1966)。人之研究·科學、信仰與社會·默會致知＝The study of man. Science, faith and society.The tacit dimension。台北:聯經出版社。

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