以教師自傳探究進行身分認同的課程理解

The Curricular Understanding of Identity by Using a Teacher's Autobiographical Inquiry

章五奇(Wu-Chi Chang)

《臺北市立教育大學學報. 教育類》 44卷1期 (2013/05) Pp. 1-27

https://doi.org/10.6336/JUTe/2013.44(1)1

摘要

本文以currere的課程理論為核心，探討自傳探究如何幫助教師理解課程知識及對課程教學可能的影響。本文是擔任小學高年級導師的研究者與學生共同建構的課程故事，研究時間長達一年半，本文擷取其中幾堂發展身分認同的課程做說明。作者採取自傳民族誌研究法，藉由反思自我生活經驗和處境，批判思考社會意識、課程政策、教材、教法，重新轉化課程教學，形塑教師自我的教育哲學，尋求社會改變的契機，邀請讀者一起反思及理解課程。

關鍵字

自傳式課程 ； 教師專業發展 ； 身分認同

並列摘要

This study centers on currere curricular theory. It explores the effects of autobiographic inquiry on teachers' teaching and understanding of curriculum. The investigator, an upper-grade teacher, constructed the curriculum story with her students for eighteen months. The research selected several classes related to self-identity development as examples. The researcher adopted autoethnography to criticise social awareness, curriculum policy, teaching materials and methods by self-reflecting on life experiences and situations. The aims of the study are to reconceptualise curriculum, to establish a personal pedagogy, to seek changes in society, and to invite readers to reflect and understand the curriculum.

並列關鍵字

currere ； teacher's professional development ； identity

參考文獻

賓靜蓀（2012）。教育大師佐藤學：真正的教育是所有人一起學習。取自：http://www.parenting.com.tw/article/article.action?id=5031637

Loney, S. E. (1982). A framework for writing one's life story for use in teacher education. Retrieved from http://163.13.35.21/lib/item;jsessionid=DD89AD195BB16C05AD2C073656A7FB1B?id=chamo:1219560

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