藝術性、現象學暨詮釋學的反思性實踐在華德福師資培育中的應用

Using Artistic, Phenomenological, and Hermeneutic Reflective Practices in Waldorf (Steiner) Teacher Education

本研究探討如何將師培生在大學中的理論學習，透過「實踐中學習」的省思，轉換到學校實習的場域。本研究置身於德國一所學士後師培機構，採取一種照見的個案研究方式（illuminative case study），將新手教師也是碩士生的反省札記、實習討論與自我民族誌作為資料。本研究探討如何經由藝術性反省方法與現象學和詮釋學取徑，發展對於實踐經驗的理解。這些方法具有鷹架的作用。本研究總結一種統合式的途徑，透過時序性觀察，將參與式的認識論與實務聚焦的方法做連結。

This study explores ways in which the transition from theoretical learning in a higher education setting (seminar) can be transformed, using reflection as part of learning-in-practice, once the teacher learners take up the second part of their teacher education programme in schools. The study was conducted in a post-graduate Waldorf teacher education institution in Germany. It takes the form of an illuminative case study and illustrates the reflective practices, using examples from teachers learners’ journals, reflections on case clinic, and autoethnographic studies written up as Master theses. The study explores the need to take pathic, embodied experiences into account, using artistic methods of reflection as well as a phenomenological and hermeneutic approach to developing understandings of practice. These methods of reflection are scaffolded. The study concludes that this integrated approach combines a participatory epistemology with a more practical and focused approach using observation schedules. It offers a method that is by no means specific to Steiner/Waldorf education but can be applied in any comparable teacher education structure.