資深幼兒教師信念與教學實務知識之敘說探究

Beliefs and Practice Knowledge in Teacher’s Professional Development: Senior Early Childhood Educator’s Narrative Inquiry

本研究目的是藉由教師理論的觀點，分析並詮釋其資深幼兒教師在專業發展歷程中信念轉變與實務知識兩者間之發展脈絡。在一學年的研究期間，以敘說訪談做為主要蒐集方法，並輔以教室觀察與文件等質性資料。研究結果顯示，實務教學對於專業知識的影響過程，始於實務中的幼兒、同事給予的回饋，可以提供個案反思機會，反思之後產生初步策略，接著將策略實踐於每一階段的教學，實施後再視成效修改。由於透過實務的影響，個案幼兒教師信念多所轉變，改變後的信念多會考量實際教學情境及幼兒園文化特性。在專業知識形成的過程，多由反思教學上的缺失開始，藉由同儕觀摩的教學方法，接著整合教學心得，將過去所學與當下所進行的實務，形塑情境化且豐富的實務知識。根據研究結果，最後呈現信念與實務知識兩者相互連結之樣貌，並針對如何促進幼兒教師專業成長及未來研究提出建議。

Based on the theory of teacher education, this paper aimed to analyze and interpret changes in beliefs and practice knowledge in a senior early childhood educator during professional development; then, further explain the connections among the beliefs and practices knowledge. The research period spanned one year. Data were collected primarily from narrative interviews and partly from classroom observation and related documents. Analysis showed that the effects of teaching practice on the teacher’s professional knowledge derived from the feedbacks of young children and colleagues, which also offered an opportunity of self-reflection. After self-reflection, the teacher would come up with a preliminary strategy, implement it in every stage of education, and modify it depending on its effectiveness. The effects of teaching practice changed much of the teacher's beliefs to have more consideration of the practical teaching contexts and school culture. The formation of professional knowledge began primarily with reflections on weaknesses in teaching. Through peer observation and review of teaching experiences, the teacher integrated acquired knowledge into teaching practice to offer situated and rich practical knowledge. Based on research results, this study outlined the connections among practice knowledge and beliefs and further presented suggestions regarding how to promote professional development among teachers as well as directions for future research.