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  • 學位論文

國民小學教師領導者角色建構與實踐之敘說研究

Narrative study of elementary school teachers leadership roles Construction and Practice

指導教授 : 蔡清田
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摘要


在教育改革過程中,教師是教改的主體,是教育實施以及改革的關鍵人物,要讓教師參與教育改革的最佳途徑之一,便是讓教師承擔起領導者的角色任務。 當前學校領導的發展,已經從校長層面轉移到教師領導,學校權力重新再分配,教師領導者成為學校中重要的角色。 成為一個教師領導者,除了外在社會環境的影響,自身生命經驗也有很大的影響,而這些教師生命歷程的改變,不應該被抽離出成就教師領導者的歷程中,如此才能完整了解教師領導者的整個生命建構與實踐歷程。 本研究以敘說研究方法深入訪談兩位國民小學教師領導者,以訪談為蒐集資料的主要方法,並輔以參與觀察以及研究者省思日誌。在她們的生命故事中探討教師領導角色的建構與實踐,首先了解其自我概念、生命歷程、求學歷程以及任教歷程。其次,探討其在班級課程教學、同儕專業互動、學校變革創新以及校務經營參與的實踐作為。最後,探討社會文化結構對其教師領導角色之影響。 透過教師領導者對自己的過去、現在和未來的敘說,呈現台灣學校場域中,教師領導者的生命故事,以及其教師領導者角色的建構與實踐。 本研究結論如下: 一、教師領導者角色建構方面:認知自身成為教師領導者是「先天特質」加上「後天磨練」而成,生命中重要他人與事件形塑教師領導者的建構與轉變,「終身學習」提升了教師專業,以及教學與領導歷程中持續的反思與專業更新。 二、教師領導者角色實踐方面:致力於班級經營與課程教學,在教學實踐中建構專業自主;從人際互動中,建立教師專業發展;鼓勵教師對話,致力於學校變革;以及積極參與校務,提升學生學習效益和學校效能。 三、社會文化脈絡對教師領導的影響方面:打破學校組織結構的科層體制,教師必須發聲;民主的校長、良好的人際關係、和諧的學校文化以及教育資源的有效利用,能夠促進教師領導的正向發展;在教改政策下,教師增權賦能,當轉化型知識份子。 最後,本論文針對教師領導者、教育環境脈絡以及未來研究三方面提出建議。 關鍵詞:教師領導者、教師領導角色、敘說研究

並列摘要


In the education reform process, the teacher is the subject of education reform .He is a key man in the education reform.One of the best ways to make teachers' participation in education reform is to enable teachers to assume a leadership role tasks. The current development of school leaders, has been transferred from the principal to the teacher leader.Teacher leaders became an important role in schools. Being a teacher leader, in addition to the influence of external social environment, their life experiences play an important role.It can fully understand teachers leaders throughout the life course of construction and practice. In this study, based on the narrative inquiry method, this paper investigated the teacher leadership roles of two elementary school teachers. The research data were collected mainly via in-depth interview and also included participant observation and reflection journals made by the researcher. Through the stories provided by the participants, first we explored development of their self-concept, life history, education course and teach the course. Second, we explore their teaching in the classroom curriculum, professional peer interaction, school reform and innovation and participation in schools. Later,we discussed the effects of the socio-cultural structure on teacher leadership roles. Through teacher leaders narration of their past, the present, and the future, the life stories of teacher leaders under the social development in Taiwan could be presented, and the construction and practice of teacher leadership role could be discovered. The conclusions are as follows: First, the teacher leadership role construct areas: Become teachers leaders are "innate qualities" and "acquired hone". Some people and things in life shaping the construction and transformation of teacher leaders. "Lifelong learning" enhance the teaching profession, and the reflection and professional updates. Second, the practical aspects of teacher leadership role: to classroom management and teaching; construct professional autonomy in teaching practice; from human interaction, the establishment of teacher professional development; encourage teachers talking each other. Participation in the reform of school,enhance the effectiveness of student learning and school efficacy. Third, the impact of socio-cultural structure for teacher leadership: school system of bureaucratic organizational structure is broken, teachers must sound; principals of democracy, a good relationship of people, harmonious school culture and the effective use of educational resources, to promote teacher leadership positive development. In education reform, teachers empowerment. Finally, we propose recommendations for teacher leaders, educational environment context and future research in three areas. Keywords: teacher leader, teacher leadership roles, narrative research

參考文獻


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蔡清田(2008)。課程學。台北:五南。

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