教師個人知識管理在專業發展上應用之研究—以實踐九年一貫課程為例

The Application of the Teacher's Personal Knowledge Management on the Professional Development: A Case Study on the Practice of Nine-Years Consistent Curriculum of the Elementary School Teachers

10.6384/CIQ.200601.0099

陳美玉(Mei-Yuh Chen)

國小教師 ； 教師個人知識管理 ； 專業發展 ； primary school teacher ； teacher's personal knowledge management ； professional development

課程與教學

9卷1期（2006 / 01 / 01）

99 - 121

繁體中文

教師個人知識的發展，乃是在持續開放而理性的思維過程中，經由個人知識與經驗間相互辯證的結果。本研究為了促進國小教師專業發展與實踐九年一貫課程的成效，乃透過個人知識管理的途徑，同時兼用文獻分析法、訪談法與內容分析法等，進行為期九個月之現場資料發展與蒐集，並獲得以下重要結論，包括：（一）教師個人知識管理是兼具自我挑戰與學習性的歷程，（二）教師個人知識具不確定性成分，（三）教師個人知識發展需要得自他人的回饋與支持，（四）個人知識管理對教師專業發展具正面的影響效果，（五）教師個人知識發展受制於個人、專業文化與組織領導等三方面因素的影響。最後，本研究提出建議，作為教師個人知識管理、九年一貫課程實踐與專業發展之相關研究與活動規劃之參考。

In order to improve primary school teachers' professional development and the effectiveness of nine-consistent curriculum, this study utilizes the literature review, content analysis and collective interview to help primary school teachers to manage personal knowledge. This study abstains six conclusions that: (1) teacher's personal knowledge management is a full self-challenge and professional learning process; (2)the features of teacher's personal knowledge combines professional certainty and uncertainty; (3) the development of teacher's personal knowledge needs feedback and support from others; (4) teacher's personal knowledge management could improve professional development effectively; (5) the development of teacher's personal knowledge is limited by personal, professional culture and organizational factors. Finally, this paper provides several suggestions for teacher's personal knowledge management, the fulfillment of nine-consistent curriculum, professional development as well as related studies also.

1. 陳美玉(2002)。行政院國家科學委員會研究計畫編號行政院國家科學委員會研究計畫編號,未出版
   連結：
2. Apple, M. W.(1988).Teachers ＆ texts: A political economy of classs & gender relations in education.New York:Routledge.
3. Black, A.,Halliwell, G.(2000).Accessing practical knowledge: How? why? Teaching and Teacher Education,16(1),103-115.
4. Butt, R.,Raymond, D.,McCue, G.,Yamagishi, L.,I. F. Goodson (Ed.)(1992).Studying teachers` lives.London:Routledge.
5. Connelly, F. M.,Clandinin, D. J.(1988).Teachers as curriculum planners: Narratives of experience.N.Y.:Columbia University, Teachers College Press.
6. Copeland, W. D.,D` Emidio-Caston, M.(1998).Indicators of development of practical theory in pre-service teacher education students.Teaching and Teacher Education,14(5),513-534.
7. Davenport, T. H.,Prusak, L.,胡瑋珊（譯）(1999).WorkWorking knowledge: Haw organizations manage what they know.台北:聯經.
8. Eisner, E. W.(1996).Cognition and curriculum reconsidered.London:Paul Chapman Publishing Ltd.
9. Elbaz, F.(1983).Teaching thinking: A study of practical knowledge.N. Y.:Nichols Publishing Company. Guskey.
10. Elliott, J.(1998).The curriculum experiment: Meeting the challenge of social change.Bockingham:Open University Press.
11. Personal knowledge management: Who, what, why, when, where, how?
12. Freeman, D.(1991).To make the tacit explicit: Teacher education. Emerging discourse, and conceptions of teaching.Teaching & Teacher Education,4(5/6),439-454.
13. Handal, G.,Lauvas, P.(1987).Promoting reflection reaching: Supervision in practice.London:Open University Press.
14. Husu, J.(2000).How do teachers justify their practical knowledge? Conceptualizing general and relative justifications.Asia-Pacific Journal of Teacher Education & Development,3(1),163-186.
15. Knowles, J. G.,I. F. Goodson (Ed.)(1992).Studying teachers` lives.London:Routledge.
16. Lortie, D. C.(1975).Schoolteacher: A sociological study.Chicago:The University of Chicago Press.
17. Marland, P.(1998).Teachers` practical theories: Implications for preservice teacher education.Asia-Pacific Journal of Teacher Education & Development,1(2),15-23.
18. Nijhof, W.(1999).Edited in Knowledge management.ERIC Document Production Service.
19. Polanyi, M.(1962).Personal knowledge: Towards a post-critical Philosophy.London:Routledge & Kegan Paul Ltd..
20. Rushton, S, P.(2001).Cultural assimilation: A narrative case study of student-retching in an inner-city school.Teaching and Teacher Education,17(1),147-160.
21. Sallis, E.,Jones, G.(2002).Knowledge management in education: Enhancing learning & education.London:Kogan Page.
22. Schwen, T. M.,Kalman, H. K.,Hara, N.,Kisling, E. C.(1998).Potential knowledge management contributions to human perform technology research and practice.Education Technology, Research and Development,46(4),73-89.
23. Stenhouse, L.(1975).An introduction to curriculum research and development.London:Heineman.
24. Tirri, K.,Husu, J.,Kansanen, P.(1999).The epistemological stance between the knower and the known..Teaching and Teacher Education,15(1),991-922.
25. Wiig, K. M.,J. Liebowitz (ed.)(1999).Knowledge management handbook.London:CRC Press.
26. Wood, E.,Bennett, N.(2000).Changing theories, changing practice: Exploring early childhood teachers` professional learning.Teaching and Teacher Education,16(5-6),635-647.
27. Yaxley, B. G.(1991).Developing teachers` theories of teaching : A touchstone approach..London:The Falmer Press.
28. 吳剛(2003)。教學專業知識與教學創新。教育研究雜誌，1，94-101。
29. 吳清山、黃旭鈞(2004)。知識管理與課程領導。國民中小學九年一貫課程：理論基礎，2，314-339。
30. 林珮璇(2004)。學校本位課程發展脈絡與現況研究。國立臺北師範學院學報，17(2)，35-56。
31. 孫志麟(2003)。教師專業成長的另類途徑：知識管理的觀點。國立台北師院學報，16(1)，229-252。
32. 陳昱雯、鄭琇蓉、王思峰(2002)。2002建立學習型組織行動研討會
33. 陳美玉(2002)。教師個人知識管理與專業發展。台北:學富文化。
34. 陳美玉(1996)。教師專業實踐理論與應用。台北:師大書苑。
35. 陳美玉(1999)。教師專業學習與發展。台北:師大書苑。
36. 陳美玉(2000)。以教師專業實踐理論發展爲導向的教學評鑑之探討。「新世紀教育發展願景與規劃」研討會
37. 陳美玉(2001)。教師個人知識管理的方法與應用。「知識經驗與教育發展」國際學術研討會
38. 陳美玉(2001)。教師個人的知識管理－專業實踐理論的建構與應用。中等教育雙月刊，52(1)，88-105。
39. 陳美玉(1999)。行政院國家科學委員會研究計畫編號行政院國家科學委員會研究計畫編號,未出版
40. 陳美玉、國立新竹師範學院主編(2000)。教師專業實踐理論發展之探討－知識論的觀點。八十九學年度師範學院教育學術研討會論文集
41. 蔡清田(2004)。課程改革之學校課程發展永續經營配套措施。教育研究月刊，122，5-12。

1. 謝宜靜(2016)。醫院之組織創新氣候對員工之知識管理系統接受度之干擾效果。長榮大學醫務管理學系(所)學位論文。2016。1-137。