樂齡講師教學專業發展歷程：探索、成長與專業展現

Professional Development Process for Active Aging Learning Lecturers: Exploration, Growth, and Performance

本研究目的為探討樂齡講師教學專業發展歷程。採用半結構式訪談蒐集資料，訪談18位樂齡講師，包含5位男性，13位女性，年齡介於38～71歲。研究結果：一、樂齡講師教學專業發展歷程涵蓋學習探索期、專業成長期和專業展現期；二、樂齡講師的學習探索期，是歷經教育與生活經驗的落差、反思、經驗統整過程，最後確認樂齡教學的方向與目標；三、樂齡講師的專業成長期，能明確意識到專業精進的重要性，展開多元的培訓與學習，且能統整和深化樂齡教學理論與實務的內涵；四、樂齡講師教學專業展現在強烈的熱誠與信念上，統整教學與跨專業的知能，致力於教學、培育、傳承和貢獻的意義。依據研究結果，提出對樂齡培訓單位、樂齡講師和未來樂齡教學跨專業領域的研究建議。

This study explored the professional development process for active aging learning lecturers (AALLs). We conducted semi-structured interviews with 18 lecturers (5 male and 13 female lecturers) who were aged between 38 and 71 years. The results are as follows: (1) The participants’ teaching professional development process can be divided into three phases, namely study exploration, professional growth, and professional display; (2) The first phase describes the experience process pertaining to the gaps between education and several dimensions (i.e., life experience, reflection, and experience integration); the directions and goals of AALLs were also confirmed during this phase; (3) During the professional growth of AALLs, they realized the importance of professional improvement, engaged in diversified training and learning, and integrated and increased their application of senior teaching theories and practices; (4) The interviewed AALLs demonstrated strong enthusiasm and belief and integrated teaching and cross-professional knowledge, and they were committed to the educational dimensions of teaching, cultivation, inheritance, and contribution. The findings of this study can serve as a reference for training units involved in senior education and lecturer teaching and for further research on interprofessional older adult teaching.