師資培育職前教師關懷行動之美感經驗   全文下載

A Study of Pre-Service Teachers’ Acts of Caring Analyzed as Aesthetic Experiences

學習關懷常是學校的懸缺課程，本研究奠基於視「關懷行動即創作」隱喻，旨在探究師資培育機構師資生參與弱勢課輔方案的美感經驗，及其與個人課程／教學專業意義的連結。基於上述旨趣，本研究目的如下：一、探究師資生社會關懷行動中的美感經驗類型；二、探析影響師資生社會關懷行動中美感經驗因素；三、解析師資生連結美感經驗至個人課程／教學專業意義；四、提出結論與建議。為達上述目的，本研究主要採訪談法，訪談參與暑期史懷哲課輔活動的六位師資生，輔以課輔活動成果書文件分析。所得結論如下：一、師資生於課輔活動中「做」與「受」之往返中，浮現個人性與社群性之多種美感經驗；二、影響師資生課輔美感經驗因素因個人先備經驗差異而有不同面向；三、師資生的社會關懷行動美感經驗映照出多種個人課程／教學專業意義，除了四項課程要素（課程／教學信念建構、教師角色建構、學習者圖像建構、環境結構之回應）外，尚映射至自我的建構。依上述結論提出後續研究與師資培育課程規劃建議。

School programs have traditionally tended to ignore the importance of caring and learning how to care. Based on the metaphor of acts of caring as “creative making,” this study explored pre-service teachers’ “aesthetic experiences” after they joined academic counseling programs for disadvantaged children. The goals of the study were (1) to explore the pre-service teachers’ aesthetic experiences; (2) to analyze the elements that impact the aesthetic experiences in pre-service teachers’ social-caring actions; (3) to analyze the connections between pre-service teachers’ aesthetic experiences and the meanings they derived from their professional teaching of the curricula; (4) to draw conclusions and provide suggestions for future teacher training programs and further research. An interview method was mainly used. Six pre-service teachers who were engaged in academic counseling programs were interviewed. The conclusions were as follows: (1) pre-service teachers undergo a variety of aesthetic experiences while engaging in academic counseling programs; (2) many factors related to their prior experiences impact pre-service teachers’ aesthetic experiences; (3) pre-service teachers’ aesthetic experiences of “social caring” may have a variety of personal and professional meanings.