從成人學習理論重探教師專業學習：人工智慧情境下的轉化模型建構

Reexamining Teacher Professional Learning from the Perspective of Adult Learning Theory: Constructing a Transformative Model in the Context of Artificial Intelligence

本研究以成人學習理論為理論框架，重新詮釋人工智慧情境下教師專業學習之轉化歷程。當前相關討論多集中於AI工具操作與教學應用效能，然而教師所面對者並非僅為技術習得問題，而涉及專業信念調整、角色認同重構與學習動機再建構等深層轉化課題。本文整合Knowles之自主學習理論、Mezirow之轉化學習理論、Brookfield之批判性省思觀點與Illeris之整合學習模型，建構一套教師作為成人學習者之專業學習分析架構。研究採概念詮釋與制度批判之分析策略，並輔以實務案例對照，指出教師在AI導入過程中呈現工具焦慮、制度碎片化與支持不足等結構性困境。基於成人學習之主體性與歷程性原則，本文提出一項四階段轉化模型（啟動、省思、試探、重構）及五項制度支持策略，作為教師專業學習再設計之制度參照。本文主張，教師專業發展應由技能補充取向轉向成人學習取向，教育行政亦應由供應端思維轉向共構思維，以形塑兼具反思性、關係性與文化敏感性的專業支持體系。本研究所建構之轉化學習模型，為臺灣教師在人工智慧情境中的專業學習提供具理論基礎與制度參照價值的分析框架，並為教師專業發展制度之再設計提出重要理論啟示。

This study employs adult learning theory as a conceptual framework to reinterpret the transformative process of teachers’professional learning in the context of artificial intelligence (AI). Existing discussions primarily focus on technological skills and instructional effectiveness; however, teachers confront not merely technical acquisition but deeper transformations involving professional beliefs, role identity, and learning motivation. Integrating Knowles’self-directed learning, drawing on Knowles’self-directed learning, Mezirow’s transformative learning, Brookfield’s critical reflection, and Illeris’integrated learning model, this paper develops an analytical framework that conceptualizes teachers as adult learners. Using conceptual interpretation and institutional critique, supplemented by illustrative practice cases, the study identifies structural tensions emerging during AI integration, including tool anxiety, fragmented professional development systems, and insufficient support structures. Based on the principles of learner agency and developmental processes in adult learning, a four-stage transformation model (initiation, reflection, experimentation, reconstruction) and five institutional support strategies are proposed as a reference for redesigning teacher professional learning. This study argues that teacher professional development should shift from a skills-oriented approach to an adult learning perspective. Educational administration should likewise move from a supply-driven model toward a co-constructive orientation in order to cultivate a professional support system that is reflective, relational, and culturally responsive. The transformative learning model constructed in this study provides a theoretically grounded and institutionally relevant analytical framework for understanding Taiwanese teachers’professional learning in the context of AI, and offers important implications for the redesign of teacher professional development systems.