一所國中國文教師運用學生聲音回饋促進教師專業發展之研究

A Study on the Use of Student Voice Feedback to Promote Professional Development among Junior High School Chinese Language Teachers

本研究探討臺灣一所國中三位不同資歷國文教師如何運用學生聲音回饋促進專業發展。透過質性研究方法，包括教師深度訪談、學生焦點團體訪談、課堂觀察及教師反思日誌，揭示學生聲音在國文教學中的「平衡」與「轉化」角色，以及教師反思性實踐的深化與專業身分重構過程。研究發現，學生聲音在國文教學中扮演著平衡傳統與創新、促進教學方法轉變的關鍵角色。教師在回應學生聲音過程中，反思性實踐從技術層面的調整，逐步深化為對教育本質和教學理念的批判性思考，促進了教學方法的創新和教師角色的轉變。本研究之國中國文科教師的實踐經驗，歸納建構出「運用學生聲音回饋促進教師專業發展模式」，包含學生聲音回饋蒐集機制、教師反思與實踐循環，以及同儕支持與協作網絡三個核心要素。本研究從運用學生聲音的回饋，為理解和促進教師專業發展提供更多元的視角，對國文教學實踐的改進和師資培育政策之制定提供建議。

This study explores how three junior high school Mandarin Chinese language teachers in Taiwan, each with varying levels of teaching experience, utilized student voice feedback to facilitate their professional development. Adopting qualitative research approach, the study employed in-depth teacher interviews, student focus group interviews, classroom observations, and teacher reflective journals to examine the roles of student voice as both a“balancing”and“transformative”force in Chinese language instruction. The findings indicate that student voice plays a pivotal role in balancing tradition with innovation and in catalyzing pedagogical transformation. Through engaging with student feedback, teachers evolved from solely making technical adjustments to engaging in deeper, critical reflection on the nature of education and their instructional philosophies. This reflective practice led to pedagogical innovation and a redefinition of the teacher’s professional identity. Drawing from the teachers’practical experiences, this study proposes a model for“facilitating professional development through student voice feedback”. The model consists of three cores components: mechanisms for collecting student feedback, a cyclical process of teacher reflection and practice, and a peer support and collaboration network. By highlighting the role of student voice, this study offers a multifaceted perspective on understanding and advancing the professional development of teachers. It also provides recommendations for enhancing Chinese language instruction and informs on the formulation of teacher education policies.