教師多元文化教育專業發展之可能途徑

A Possible Approach for Multicultural Education Teacher Professional Development

王千倖(Chien-Hsing Wang)

《教育與多元文化研究》 9期 (2013/11) Pp. 37-69

https://doi.org/10.3966/207802222013110009002

摘要

教師作為一個文化工作者是落實多元文化教育的關鍵，因此，本文旨在透過文獻分析，探討批判性多元文化教育的內涵，以及Freire的批判理論對教師多元文化教育專業發展的啟發，進而提出以教師生命經驗為起點，並以「對話教學」為主要策略之「融合生命故事敘事研究與行動研究」的專業發展架構，提供教師多元文化教育專業發展相關實務與研究之參考。

關鍵字

多元文化教育 ； 教師專業發展 ； 解放教育學

並列摘要

Teachers as cultural workers are the key to enact multicultural education. By means of literature analysis, the author first discusses the meaning of multicultural education, and illustrates the enlightenment of Freire's critical theory to multicultural-education teacher professional development. Following is the proposed theoretical framework for multicultural-education teacher professional development of. Taking Freire's perspectives as the core, this framework is an integration of narrative research and action research, which focuses on the life experiences of teachers and the use of dialogue pedagogy as the key strategy.

並列關鍵字

multicultural education ； teacher professional development ； pedagogy for liberation