教師實務知識與專業成長

Teachers' Practical Knowledge and Professional Development

鄭明長(Ming-Chang Zheng)

《教育科學期刊》 5卷2期 (2005/12) Pp. 126-137

https://doi.org/10.6388/JES.200512.0126

摘要

實務知識是教師從日常實務工作中建立之教育相關知識，源自教師對行動的反思，是教師處理生活經驗的覺察。教師的實務知識性質左右其認知模式，進而影響其專業決定。擔任教學工作之初，教師須透過命題知識來解釋實務經驗與知識，隨著專業提升，教師逐漸發展其實務知識，並倚重直覺式認知做出專業決定。實務知識的觀點假定教師是知識的生產者。這個觀點主張教師對課室與學校事務的探索，對他人提出的理論與研究採取批判的立場，可以在知識的生產歷程中扮演核心角色。亦即教師應為教育專業生產知識，同時也是具有批判能力的知識使用者。唯有教師能夠從實務中發展自己的專業知識，教師才能真正建立專業發展的途徑。因此，專業發展可以說是一種學習機會，藉以提昇教育人員創造與反思能力，提升實務工作品質。分析相關文獻後，本文認為學校為了透過實務活動進行學習與專業發展，應鼓勵教師參與學校活動，重視教師間合作學習，教師學習應以專業發展為導向，而其具體可行方式則有行動研究與敘事探究。教師知識的研究自1980年代迄今已有很長歷史，教師知識的重視意謂著教師的知識以及教師如何在教學中運用這些知識是教師專業中重要的層面之一。本文旨在探討教師實務知識的主要發展途徑以及透過教師實務知識發展提升教師專業的可行策略，期能提供國內推動教師專業發展措施之參考。

關鍵字

教師 ； 實務知識 ； 專業成長

並列摘要

Teachers build a store of practical knowledge about teaching, mainly from reflection on daily work and personal experiences. The nature of practical knowledge influence teachers' modes of cognition, and turned round to affect their decisions making. In early stage of professional development, initial teachers interpreted personal experiences by propositional knowledge. As increasing of experiences, teachers developed their practical knowledge and relied on intuitive cognition to made teaching decisions. This practical knowledge perspective assumes that teacher is knowledge producer and teacher play the core role of knowledge produce by inquiring in classroom and school and critical reflection on theories and research made by others. Teachers really build the way for professional development only when they can develop professional knowledge from practice for themselves. Thus, professional development is the opportunity of learning for teachers to promote their professional competence, and to improve teaching quality. This paper suggests that school should engage teachers in school activity, should create a learning culture and help to build a community in which further learning is supported and stimulated, and should connect teachers' learning with professional development. Among many ways of teachers learning, teachers' narrative inquiry and action research are the two best ways for school improvement and individual development.

並列關鍵字

Teacher ； Practical Knowledge ； Professional Development

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