九年一貫課程政策影響教師專業自主權之研究

A Study of the Influence of the Nine-year-integrated-curriculum Policy on Teachers' Professional Autonomy

姜添輝(Tien-Hui Chiang)

《教育研究集刊》 48:2期 (2002/06) Pp. 157-197

https://doi.org/10.6910/BER.200206_(48-2).0005

摘要

延續專業自主權重要性的觀點，本文從九年一貫課程政策影響教學事務的角度切入，試圖進一步探究教師在實際情境如何運用專業自主權，以及教師所展現的行為特徵。訪談證據顧示出此一政策明顯提升教師的專業自主權，然而卻面臨一些結構性的限制，諸如教學事務的「瑣碎性」、時間不足與家長干涉等。另外，教師本身的「個人化」與「保守性」行為亦產生另一層的限制，儘管在教改壓力下，這些行為特性已有所改變，但是本質上呈現高度的被迫性而非自發性。

關鍵字

自主權 ； 切割性 ； 個人化 ； 保守性

並列摘要

Responding to the concept of professional autonomy, one of principal the purposes of this study is designed to explore how it operates in the practical teaching context under the influence created by the nine-year-integrated-curriculum policy. The other key intention is to discover the characteristics of teachers' behaviours. Research evidence shows that although teacher autonomy was significantly improved by this new policy, some structured constraints firmly remained such as the trifling nature of teaching matters, inadequate time and parental interference. The characteristics of teachers' behaviours such as individualization and conservatism also generated a profound influence on exercising autonomy to deliver teaching matters. The evidence further suggests that under the pressure created by this new policy, teachers reacted differenly in terms of deploying new types of behaviours. Nevertheless, such rather negative characteristics were not removed completely.

並列關鍵字

autonomy ； segmentation ； individualization ； conservatism

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