課程變革脈絡下的教師專業學習與實踐之研究

Abstract

本研究以持續性的課程變革脈絡為背景，探究三位具有豐富教學經驗的教師在教師專業學習與實踐之經驗，其如何長期應對課程政策發展與實施上的變化，對其教師角色、教學挑戰及回應方式等面向之影響，藉此提供有助於教師在未來面對課程變革下能參考的學習行為與策略。最後本研究聚焦探究課程變革、教師能動性及教師專業學習三者於專業學習與實踐場域中的互動關係與連結。本研究以質性深度訪談法為取徑，以訪談獲得的資料、文件及相關檔案蒐集的形式，依據本研究目的與問題所得出的結論如下： 一、教師角色的重塑與認識係由目標方向的專業學習及對政策的理解詮釋而來。 二、透過一人教學到集體貢獻性學習，裨益影響教師能動性的展現。 三、教師專業學習的滲透有利於保持面對課程變革的轉化續航力。 四、中央—地方—學校三級輔導體系協同增效，為專業學習注入新形態的支持。

根據以上研究結論，提出相關建議： 一、教師面對課程變革須積極迎擊，自我調整步伐持續進步。 二、教師專業學習的未來展望—善用經驗學習，減少過度的緊張感。 三、教師專業學習是一段個體往集體化的動態過程，每位老師應有自己的定義和獨特的學習路徑。Introduction This investigation is set within the context of persistent curricular reforms, focusing on the experiences of three seasoned educators in terms of their professional learning and practices. It delves into their long-term responses to the shifts in curriculum policy development and enactment, as well as the consequent effects on their roles as educators, the challenges they encounter in teaching, and their strategies for response. The objective is to shed light on learning behaviorsand strategies that could support teachers in navigating future curricular changes. Additionally, this study aims to probe the dynamic interactions and connections between curriculum reform, teacher agency, and professional learning in the context of professional engagement and learning.Research method Utilizing a qualitative, in-depth interview methodology, the research synthesizes findings from interviews, documentary evidence, and archival collections to draw several key conclusions.

Conclusion The evolution and comprehension of the teacher role are influenced by targeted professional learning and the interpretation of policy directives. The shift from individualized instruction to collaborative, contributory learning models enhances the expression of teacher agency. Immersion in professional learning activities fosters resilience and adaptability amidst curricular reforms.A collaborative support system that spans central, regional, and school levels effectively bolsters professional learning with innovative forms of assistance.Recommendation Teachers should adopt a proactive stance towards curricular reforms, continuously adapting and improving their practices. Future directions for teacher professional learning should emphasize experiential learning to alleviate undue stress. Teacher professional learning is a dynamic journey from individual endeavors to collective engagement, with each educator crafting a personalized definition and pathway for learning.