從培力的對話觀點探討教師的專業成長

Professional Growth and Empowerment of Teachers through Conversations with Self and Settings

10.7060/KNUJ-ES.200806.0021

陳佩英(Pei-Ying Chen)

培力 ； 教師專業成長 ； 教育改革 ； empowerment ； professional growth ； educational reform

高雄師大學報：教育與社會科學類

24期（2008 / 06 / 01）

21 - 48

繁體中文

本研究以「培力」(empowerment)的對話觀點為基礎，探討視教育為志業的教師，如何經由自我培力，發展專業知能、研發課程和創新教學，以此提高學生的學習興趣和成就，進而產生教學效果。教育的變革之成敗繫於教師身上，教師面對改革的壓力只有與日遽增，持續的專業發展是教師能夠勝任工作的重要因素。本研究深度訪談兩位教師，以Prawat的培力四個面向為經，以教師的專業成長歷程為緯，討論並分析教師的行動主體和專業成長的意願如何生成、激發與保持，同時說明教師培力的內在動機需要外在條件之配合，教師培力才得以發展和強化。本研究結果，除了對教師專業成長有進一步的理解之外，研究發現也將有助於政府擬定並修正師資培育和教師專業發展相關政策時有用之參考。

This paper aims to study how two teachers, through empowering themselves, initiate a new curriculum and pedagogies to improve students' learning and performance. The success of educational reform relies on teachers' efforts. In facing with increasing pressure from reform policies, continuing professional development has become one of the most important factors for teachers to cope with reform challenges. The push of professional development can not only come from external pressure, personal consciousness and identity of agency is critical to teachers' continuing professional growth. Nevertheless, how can teachers' agency and willingness of professional growth be cultivated, stimulated, and sustained? What is the empowerment built upon teachers' conversation with themselves and settings? Based upon these two primary concerns, this research used an in-depth interview device to explore the processes of two teachers' professional growth, and to reveal the motivation and mechanism that foster and sustain the teachers' professional development. The findings of the research enrich the academe the path of teachers' empowerment, and may be useful for the government to validate teacher training policy and implementation.

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