國小教師面臨教學困境時增權賦能的轉化學習歷程之研究

A Study of How Teacher Empowerment and Transformative Learning Work in Teaching Predicaments for Elementary School Teachers

凃嘉原(Chia-Yuan Tu)

指導教授 ： 胡夢鯨

國立中正大學/教育學院/成人及繼續教育學系/碩士(2013年)

摘要

摘要
隨著社會變遷，國小教師面臨愈來愈多教學困境的現象值得國人關注。當國小教師面臨教學困境時，需要增權賦能來促進轉化學習，進一步解決教學困境，使教學品質提升並做為高齡化社會的因應。
本研究採質性研究之半結構性訪談法，先進行文獻探討與訪談大綱的擬定，再根據訪談大綱以立意取樣選出六位受訪者進行深度訪談，訪談後編碼統整歸納出本研究的發現，最後提出結論與建議。
本研究發現如下：一、國小教師在學生輔導、教學孤立、親師合作、教學雜務以及增權賦能五方面面臨教學困境；二、國小教師透過同儕協助、研習進修、上位者權力共享、三級輔導機制與自主學習增權賦能；三、具有教學熱忱、獲得重要他人協助、科技進步和學校資源豐富，是國小教師增權賦能的助力；四、資歷不足、外力介入、校方與家長不支持、缺乏時間、體能、教學平台與有效的賦能活動，是國小教師增權賦能的阻力；五、國小教師面臨教學困境時增權賦能，能有效幫助轉化學習。
根據研究結果，本研究做出三項結論：一、國小教師在認知發展、社會化以及專業成長不足的情況下會面臨教學困境；二、增強增權賦能遭遇的助力，排除增權賦能遭遇的阻力，國小教師才能有效的增權賦能以促成轉化學習；三、親身經驗轉化學習的自省、擬定策略、行動與觀點轉化等歷程，國小教師能成功解決教學困境。
最後根據研究結論，提出對教育行政主管機關、學校行政、國民小學教師以及未來研究者，運用轉化學習解決教學困境之建議。

關鍵字：教學困境、增權賦能、轉化學習

關鍵字

轉化學習 ； 增權賦能 ； 教學困境

並列摘要

ABSTRACT
More and more elementary school teachers in Taiwan get stuck in teaching predicaments as its society gets complicated than ever. To get rid of the plight, teachers need stronger teacher empowerment to reinforce their transformative learning. The ultimate objective is to improve educational quality and prepare well for the coming aging society in Taiwan.
The study is fundamentally a qualitative research, mainly based on the methodology of semi-structured interviewing. The interview outline is mapped out first, and accordingly six purposive sampling interviewees are selected. After the interviews are all done, the researcher concludes his findings and makes some suggestions for advanced studies.
The findings of the study are as follows:
1. The teaching predicaments in elementary school are chiefly shown in five aspects: problematic student counseling, teaching without reliable aid, bad parent-teacher cooperation, disgusting non-teaching-related jobs, and weak teacher empowerment.
2. To renew teacher empowerment, teachers should make professional teaching progress by peer learning, seminar participation, decentralized authority, three-level counseling system, and self-learning.
3. To gain great enhancement for teacher empowerment, teachers should be more enthusisatic about teaching and ask for professional help in time. Besides, teachers should resort to computing technology and educational resources to perfect their teaching job.
4. Insufficient job experience, unexpected outsiders, no administrative and parental assistant, and the lack of time, vigor, teaching platform, efficient empowerment activities may lessen teacher empowerment.
5. Teacher empowerment really helps transformative learning.
The conclusions are as follows:
1. Teaching predicament happens when teachers are cognitivelly, socially, and professionally deficient.
2. Only by strengthening the empowerment boosters and rooting out its resistance can elementary teachers empower themselves efficiently so as to foster effective transformative learning.
3. The transformation of introspection, strategy, action and perspective can help teachers deal with their teaching predicaments successfully.
4. In Chapter Five, some suggestions are properly made for the educational authorities, school adminstrators, elementary teachers and advanced studies.

Keywords: teaching predicament, teacher empowerment, and transformative
learning

並列關鍵字

transformative learning ； teacher empowerment ； teaching predicament

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