願不願意成長呢？我們的老師～實踐知識的敘說探究

Willingness to Develop Our Teacher-Practical Knowledge of Narrative Research

10.6384/CIQ.200210.0057

阮凱利(Kai-Li Yuan)

敘說性研究 ； 實踐知識 ； practical knowledge ； narrative research

課程與教學

5卷4期（2002 / 10 / 01）

57 - 74+164

繁體中文

對於『教師』這個角色，人們總是賦予最深切的期待。希望教師是不平凡的、全能的、永恆的。然而實證典範的經驗－分析模式下，教師幾乎是技術執行的工具，一旦理論成立，教師是沒有聲音的客體，知識傳遞也變成只是一項工作而已。教師有時會覺得自己其實是『一般的』，因為教師和學生都是處在相同情境中創造意義的人，教師一樣有許多的困惑、矛盾、掙扎－但學術的眼光又在理論的建構中掩去教師的主體性。我的研究就是以關心教師的知識與聲者為出發點，沈浸在現場中，透過敘說的方法讓老師一字一句的娓娓道出她的感情、抉擇與判斷；從敘說的故事裡我分享教師的教學經驗，也喚起自己過往的記憶－在互為敘說主體的關係中，再一次澄清彼此對教育的堅持；教師的專業成長也在自我澄清中發展。在敘說中也發現屬於教師的實踐知識風貌，是生命中生活的體驗，是自己的聲音，是以解決問題為導向的一種反省、動態的歷程；進而印證理論與實踐之間的聯結是以生命整體性意義為出發的一種辯證過程。真正的教育是一種倫理與道德的選擇，應然與實然之間的詮釋就在於教師如何與人互動的經驗中。

The role of a teacher is endowed by the general public with the hope of being extraordinary, omnipotent, and immortal. Under the analytical model of the pragmatic paradigm, however, a teacher is equivalent to a tool for executing techniques. Once the theory is sustained, a teacher becomes a mute object, and therefore, the passage of knowledge turns out to be nothing but a household chore. Occasionally' a teacher identifies her/himself as an ordinary human being since s/ he as well as her/ his students, under the same circumstances, is implementing the significant existence of her/himself. On the other hand, whenever a teacher confuses between a plethora of contradictions and dilemmas, the scholastic perspective veils the subject of her/him during the construction of a theory.My thesis begins with the concern for a teacher's knowledge and voice, followed by her spontaneous overflow of powerful emotions, her choice and judgement. With the narrative research method, I shared her teaching experiences and somehow remembered the things past. It through the interrelationship between two narrative subjects that we once again clarify our insistence on education. A teacher's practical knowledge accordingly develops in the process of self-clarification.The thesis itself unveils the fact that the profile of a practitioner's practical knowledge is not only a reflection of life experiences, and echo of her/his voice, and a problem-solving oriented progress, but a mirror of dynamic retrospect as well. Furthermore, it proves that the connection between theory and practice is a dialectical process starting from the integrity of life. Hence, the core of education is an option of in a teacher's interactive experiences with people.

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