協同行動研究－以班級經營之常規改善為例

Using Collaborative Action Research to Improve Classroom Discipline

10.29882/JTNUE.200304.0005

林素卿(Su-Ching Lin)

行動研究 ； 協同行動研究 ； 反省 ； 專業發展 ； 班級經營 ； action research ； collaborative action research ； reflection ； professional development ； classroom management

師大學報：教育類

48卷1期（2003 / 04 / 01）

91 - 112

繁體中文

本研究旨在透過協同行動研究協助高職之初任教師，對班級經營的實務及所遭遇的問題，加以反省與改進。研究成員包括筆者及三位高職導師（二位資深、一位初任），蒐集資料的方法，包括座談、班級經營日誌及訪談。初任教師將「班級常規」界定為行動研究的焦點，小組成員透過不斷的討論，提出各種可能性和不同的觀點，幫助初任老師反省班級的實務、發展行動策略、付諸實施、再檢討與修正。在研究的過程中，初任教師雖常陷入理論與實務之間差距的困惑中，但在研究小組的支持與陪伴下，對高職教師的角色的扮演有更深的體會，學習從學生與不同老師的角度中，看待問題，再根據班級的特性和策略實施的結果，逐步修正自己的班級經營理念與策略。

This study of collaborative action research projects, conducted by one teacher educator and several classroom teachers, focuses on how action research improves the practitioner-researcher's own understanding of (her/his) educational practices. The goal was to help the novice teacher examine problems associated with her own practice and initiate strategies and techniques to attempt solutions to these problems, primarily problems of classroom management and discipline. The literature review for this study covers two areas: action research and classroom management. The key concepts and general design of this study are based on action research: the strategies or steps included posing a question, planning, acting, observing, and reflecting. The knowledge gained from each loop (cycle) was used as the basis for further planning, acting, and reflection. Three classroom teachers (one was a novice teacher, two were expert teachers) from the same junior high school participated in this study. Data were collected from a number of different sources: classroom diaries written by the novice teacher, seminars, and semi-structured interviews. Data analysis involved three stages: organizing data, coding data, and analyzing and interpreting data. This study found that collaborative action research can give teachers a greater breadth and depth of understanding of their own pedagogical strategies and thus result in more intelligent teaching on their part. The novice teacher in this study became more sensitive to individual differences within her own classroom and tried to improve the effectiveness of her classroom management. Although participants in this study agreed that collaborative action research was a good way to improve classroom discipline and to support one another's professional development, there was also some consideration of the potential problems and limitations of classroom management action research.

1. Angell, A. V.(1998).Learning to teach social studies: A case study of belief restructuring..Theory and Research in Social Education,26(4),509-529.
2. Armstrong, T.(1997)。經營多元智慧。台北市:遠流出版社。
3. Artiles, A. J., McClafferty, K.(1998).Learning to teach culturally diverse learners: Charting change in preservice teachers’ thinking about effective teaching..The Elementary School Journal,98(3),189-220.
4. Briscoe, C.(1991).The dynamic interactions among beliefs, role metaphors, and teaching practices: A case study of teacher change..Science Education,75(2),185-199.
5. Brousseau, B. A., Book, C.,Byers, J. L.(1988).Teacher beliefs and the cultures of teaching..Journal of Teacher Education,39(6),33-39.
6. Bullough, R. V., Jr., Stokes, D. K.(1994).Analyzing personal teaching metaphors in preservice teacher education as a means for encouraging professional development..American Educational Research Journal,31(1),197-224.
7. Calderhead, J., Robson, M.(1991).Images of teaching: Student teachers’ early conceptions of classroom practice..Teaching & Teacher Education,7,1-8.
8. Franke, M. L.,Carpenter T., Fennema, E.,Ansell, E., Behrend, J.(1998).Understanding teachers’ self-sustaining, generative change in the context of professional development..Teaching & Teacher Education,14(1),67-80.
9. Gratch, A.(1998).Beginning teacher and mentor relationships..Journal of Teacher Education,49(3),220-227.
10. Hollingsworth, S.(1989).Prior beliefs and cognitive change in learning to teach..American Educational Research Journal,26(2),160-189.
11. Hoy, W. K., Woolfolk, A. E.(1990).Socialization of student teachers..American Educational Research Journal,27(2),279-300.
12. Johnston, S.(1992).Images: A way of understanding the practical knowledge of student teachers..Teaching & Teacher Education,8(2),123-136.
13. Johnston, S.(1994).Experience is the best teacher; or is it? An analysis of the role of experience in learning to teach..Journal of Teacher Education,45(3),199-208.
14. Joram, E., Gabriele, A. J.(1998).Preservice teachers’ prior beliefs: Transforming obstacles into opportunities..Teaching & Teacher Education,14(2),175-191.
15. Kagan, D. M.(1992).Professional growth among preservice and beginning teachers..Review of Educational Research,62(2),129-169.
16. Moon, T. R., Callahan, C. M., Tomlinson, C. A.(1999).The effects of mentoring relationships on preservice teachers’ attitudes toward academically diverse students..Gifted Child Quarterly,43(2),56-62.
17. Nespor, J.(1987).The role of beliefs in the practice of teaching..Journal of Curriculum Studies,19,317-328.
18. Nettle, E. B.(1998).Stability and change in the beliefs of student teachers during practice teaching..Teaching & Teacher Education,14(2),193-204.
19. Pajares, M. F.(1992).Teachers’ beliefs and educational research: Cleaning up a messy construct..Review of Educational Research,62(3),307-332.
20. Reven, F., Cartwright, C., Munday, R.(1997).Developmental phases of preservice secondary teachers..Journal of Instructional Psychology,24(4),240-245.
21. Smith, K. E.(1997).Student teachers' beliefs about developmentally appropriate practice: Pattern, stability, and the influence of locus of control..Early Childhood Research Quarterly,12(2),221-243.
22. Stuart, C., Thurlow, D.(2000).Making it their own: Preservice teachers’ experiences, beliefsm and classroom practices..Journal of Teacher Education,51(2),113-121.
23. Talvitie, U., Peltokallio, L., Mannisto, P.(2000).Student teachers’ views about their relationships with university supervisors, cooperating teachers and peer student teachers..Scandinavian Journal of Educational Research,44(1),79-88.
24. Tillema, H. H.(2000).Belief change towards self-directed learning in student teachers: Immersion in practice or reflection on action..Teaching & Teacher Education,16,575-591.
25. Weinstein, C. S.(1990).Prospective elementary teachers' beliefs about teaching: Implications for teacher education..Teaching & Teacher Education,6(3),279-290.
26. 王錦珍(1994)。國中實習教師社會化之俗民誌研究。
27. 何雲光、吳百祿、王瑞賢(1995)。國中實習教師專業社會化過程之問題調查研究。教育研究資訊，3(4)，16-34。
28. 吳和堂(1999)。國中實習教師教學反省的內容與層次之分析。教育學刊，15，143-170。
29. 林玫君(2000)。實習教師之教學省思研究初探。台南師院學報，33，347-365。
30. 林清財(1990)。我國國民小學教師教育信念之相關研究。
31. 孫敏芝(1999)。實習教師社會化歷程中學校情境因素探討。國教天地，133，20-30。
32. 高強華 Gao, Chiang-Hwa(2000)。論實習教師的情意特質。中等教育，43(3)，35-44。
33. 陳國泰(1996)。輔導實習教師教育專業成長芻議。師說，95，12-16。
34. 陳嘉彌(2000)。另類的教師成長：師徒式專業成長構念之探析。花蓮師院學報，10，27-46。
35. 游自達(1987)。國中實習教師工作困擾問題之研究。
36. 馮莉雅(1997)。國中教師角色衝突、專業成長與其教師效能感關係之研究。
37. 楊百世(2000)。國民中學實習教師職前教育與教育習成效之評估研究。
38. 葉連祺、王春展、林松濬(1997)。「教師信念問卷」(PTR)之簡介。教育資料文摘，39(2)，21-27。
39. 廖本裕(1997)。實習教師專業化歷程研究。國教之聲，30(4)，14-21。
40. 劉唯玉(1999)。一位實習教師對學生與學生管教觀點之研究。教育研究資訊，7(1)，81-97。
41. 鄧景文、賓玉玫、單文經(1999)。實習教師實地經驗的內涵與角色轉變。教育實習的典範與實踐學術研討會
42. 鄧運林(1997)。開放教育新論。
43. 鍾任琴(1994)。國小實習教師教育專業信念發展之研究。
44. 鍾任琴(1997)。國小實習教師專業踐行及其影響因素之研究- 從校長評鑑及實習學校環境之角度探討。國民教育研究學報，3，263-294。
45. 鍾蔚起(1994)。我國師範大學學生試教經驗及其影響因素之研究。
46. 簡志文(1999)。實習制度對實習教師在生涯規劃的影響。教育實習輔導季刊，5(3)，43-51。
47. 藍雪瑛(1995)。我國國民中學國文教師教學信念及形成因素之研究。
48. 顏銘志(1996)。國民小學教師教學信念、教師效能與教學行為之相關研究。
49. 顏慶祥(1998)。當前實習輔導教師的角色、困境與展望。教育實習輔導季刊，4(3)，34-42。

1. 陳玉樹、姜雅玲(2015)。初任教師創意教學角色認定檢證之縱貫研究：認定控制理論的觀點。課程與教學，18(1)，147-180。
2. 駱怡君、許健將(2010)。反省性思考在教師班級經營上之運用。教育科學期刊，9(1)，71-86。
3. 賴光真(2023)。攜手帶班：國民中小學教師協同班級經營之研究。臺北市立大學學報.教育類，54(1)，53-72。
4. 林坤誼、余昕晏、王雅慧(2010)。臺灣小麥故鄉的社區營造策略、困境與解決策略之研究。藝術學報，87，467-493。
5. 張如慧(2017)。運用繪本融入國中小族群及性別平等教育課程之協同行動研究。師資培育與教師專業發展期刊，10(1)，49-73。
6. 張如慧(2021)。性別平等教育融入原鄉小學族群文化課程之研究：以性別分工為例。課程與教學，24(3)，1-23。
7. (2007)。自然與生活科技領域統整課程的反思與實踐。當代教育研究，15(1)，143-180。