从新手教师到课程领导
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摘要
本研究以叙说研究的方法,叙说一位香港新手教师在课程改革下发展为课程领导的故事及探讨影响其发展为课程领导的因素。我邀请了一位年青课程领导担任本研究的协作者。透过重现他在专业发展历程中一些重要事件,展现协作者不同的专业作为及专业决定如何带来不同的教师专业发展机会；而这些专业作为及专业决定又受着不同因素影响,形成协作者发展成为课程领导的助力或障碍。
我在研究中担任两个角色：叙说者与解说者。当我担任叙说者的角色时,我透过丰富的社会脉络及经验重构,「隐身」叙说协作者面对不同情境及挑战,藉此呈现协作者在教学现场中隐密的内在感受、观点、信念、思考以及实践之道。这些都是内在于协作者的教师学习经历及默会知识,对增加教师专业发展及课程领导的知识很有帮助。当我担任「在场」解说者的角色时,叙说研究的「夹叙夹议」特性,让我在叙说故事的过程中就重要事件进行分析、批判、展示立场和理论视角,这有助在研究过程中提供多角度视角及深化理论。
透过叙说协作者的教师专业发展历程,本研究对教师专业发展及课程领导获得了启发。例如,影响协作者成为课程领导的因素包括有意义的学习、环境因素及个人特质；传统的课程领导文化将面对新世代教师抱持的不同价值观所挑战。本研究也就如何为不同专业发展阶段的教师提供切合需要的专业发展机会,以及课程领导专业发展等问题提出了关注
本研究让协作者重新观看自己的专业发展历程,帮助他为自己的过去、现在和未来建立联系,有利他在持续发展中自我赋权增能,从而在专业知能和课程领导方面获得更大的提升。我作为一个研究者,在叙说过程中重新观看自己的思考和作为,也为我的教育专业人员身份带来了冲击及反思。读者如教师、校长、教师教育工作者及教育专业人员透过阅读协作者的故事也可以获得独特的解读及反思,并找到个人故事的共鸣及对教师专业发展及课程领导的看法。前线教师更可以经由这个阅读及思考的过程,为个人的学习带来特殊意义及提升专业知能。
This narrative inquiry focuses on the professional development of a Hong Kong novice teacher into a curriculum leader under the curriculum reform. The study also explores the factors affecting his development into a curriculum leader. I invited a young curriculum leader as the collaborator of this study. Through representing some critical events in his professional development, it is shown that while the collaborator's different professional practices and deliberations have brought to him various teacher professional development opportunities, these professional practices and professional deliberations are affected by various factors which also become the facilitating or hindering factors of his development into a curriculum leader.
In the study, I serve two roles:the narrator and the interpreter. When I am a narrator "behind the scene", I narrate the collaborator's story with rich social context by reconstructing the experiences of the collaborator. Through narrating various situations and challenges the collaborator encountered, the hidden feelings, views, beliefs, thinking and practices of the collaborator at the school scenes are revealed. These are learning experiences and tacit knowledge deep inside the collaborator and are helpful in increasing the knowledge of teacher professional development and curriculum leadership. When I serve as an interpreter, I am "present" and critically analyse and evaluate the critical events, as well as demonstrating personal stances and theoretical perspectives. This is the feature of narrative inquiry which allows narration and discussion to take place simultaneously and facilitates multi-perspectives and a deeper understanding of the theories during the inquiry process.
Through narrating the teacher professional development of the collaborator, implications on the teacher professional development and curriculum leadership are found. For example, factors affecting the collaborator's development into a curriculum leader include meaningful learning, contextual factors and personal traits; conventional curriculum leadership is likely to face challenges from the changing values of the new teacher generation. The study also raises concerns on how to provide appropriate professional development opportunities for teachers in different professional stages to meet their learning needs and the issue of professional development of curriculum leader.
By participating in the study, the collaborator is benefited by revisiting his teacher professional development experience which helps him to establish connection between the past, present and future. This sustainable professional development is conducive to his self-empowerment such that his professional knowledge and competency and curriculum leadership are further enhanced. I, as a researcher, am able to revisit my own thinking and practices during the inquiry process and my identity as an education professional practitioner is challenged. This urges me to reflect on my practice. Readers, such as teachers, principals, teacher educators and education professional practitioners, by reading the collaborator's story, may be inspired to make unique interpretation and reflect on their own stories. With the interpretation and reflection process, they are able to obtain resonance and their personal views on teacher professional development and curriculum leadership. The reading and thinking process also allows frontline teachers to gain significant learning experiences and enhance professional knowledge and competency.
我在研究中担任两个角色：叙说者与解说者。当我担任叙说者的角色时,我透过丰富的社会脉络及经验重构,「隐身」叙说协作者面对不同情境及挑战,藉此呈现协作者在教学现场中隐密的内在感受、观点、信念、思考以及实践之道。这些都是内在于协作者的教师学习经历及默会知识,对增加教师专业发展及课程领导的知识很有帮助。当我担任「在场」解说者的角色时,叙说研究的「夹叙夹议」特性,让我在叙说故事的过程中就重要事件进行分析、批判、展示立场和理论视角,这有助在研究过程中提供多角度视角及深化理论。
透过叙说协作者的教师专业发展历程,本研究对教师专业发展及课程领导获得了启发。例如,影响协作者成为课程领导的因素包括有意义的学习、环境因素及个人特质；传统的课程领导文化将面对新世代教师抱持的不同价值观所挑战。本研究也就如何为不同专业发展阶段的教师提供切合需要的专业发展机会,以及课程领导专业发展等问题提出了关注
本研究让协作者重新观看自己的专业发展历程,帮助他为自己的过去、现在和未来建立联系,有利他在持续发展中自我赋权增能,从而在专业知能和课程领导方面获得更大的提升。我作为一个研究者,在叙说过程中重新观看自己的思考和作为,也为我的教育专业人员身份带来了冲击及反思。读者如教师、校长、教师教育工作者及教育专业人员透过阅读协作者的故事也可以获得独特的解读及反思,并找到个人故事的共鸣及对教师专业发展及课程领导的看法。前线教师更可以经由这个阅读及思考的过程,为个人的学习带来特殊意义及提升专业知能。
This narrative inquiry focuses on the professional development of a Hong Kong novice teacher into a curriculum leader under the curriculum reform. The study also explores the factors affecting his development into a curriculum leader. I invited a young curriculum leader as the collaborator of this study. Through representing some critical events in his professional development, it is shown that while the collaborator's different professional practices and deliberations have brought to him various teacher professional development opportunities, these professional practices and professional deliberations are affected by various factors which also become the facilitating or hindering factors of his development into a curriculum leader.
In the study, I serve two roles:the narrator and the interpreter. When I am a narrator "behind the scene", I narrate the collaborator's story with rich social context by reconstructing the experiences of the collaborator. Through narrating various situations and challenges the collaborator encountered, the hidden feelings, views, beliefs, thinking and practices of the collaborator at the school scenes are revealed. These are learning experiences and tacit knowledge deep inside the collaborator and are helpful in increasing the knowledge of teacher professional development and curriculum leadership. When I serve as an interpreter, I am "present" and critically analyse and evaluate the critical events, as well as demonstrating personal stances and theoretical perspectives. This is the feature of narrative inquiry which allows narration and discussion to take place simultaneously and facilitates multi-perspectives and a deeper understanding of the theories during the inquiry process.
Through narrating the teacher professional development of the collaborator, implications on the teacher professional development and curriculum leadership are found. For example, factors affecting the collaborator's development into a curriculum leader include meaningful learning, contextual factors and personal traits; conventional curriculum leadership is likely to face challenges from the changing values of the new teacher generation. The study also raises concerns on how to provide appropriate professional development opportunities for teachers in different professional stages to meet their learning needs and the issue of professional development of curriculum leader.
By participating in the study, the collaborator is benefited by revisiting his teacher professional development experience which helps him to establish connection between the past, present and future. This sustainable professional development is conducive to his self-empowerment such that his professional knowledge and competency and curriculum leadership are further enhanced. I, as a researcher, am able to revisit my own thinking and practices during the inquiry process and my identity as an education professional practitioner is challenged. This urges me to reflect on my practice. Readers, such as teachers, principals, teacher educators and education professional practitioners, by reading the collaborator's story, may be inspired to make unique interpretation and reflect on their own stories. With the interpretation and reflection process, they are able to obtain resonance and their personal views on teacher professional development and curriculum leadership. The reading and thinking process also allows frontline teachers to gain significant learning experiences and enhance professional knowledge and competency.
引文
1引自朱嘉颖、黄显华(2005)
1引自张德锐(2006)
2同上。
1引自张德锐(2006)。
1引自周淑卿(2006)。
1引自周淑卿(2006)
1引自汤才伟、朱嘉颖(2006)。
2有关实践性知识在此暂且按下不表,留待下文详细探讨。
3引自汤才伟、朱嘉颖(2006)。
1引自黄显华(2005)。
2引自黄显华(2005)。
1引自陈美玉(2000)。
1引自徐俊祥、黄显华(2005)。
1引自朱嘉颖(2008),p.55。
1详情参阅文汇报,三三四学制问与答,2009年4月21日。http://paper.wenweipo.com/2009/04/21/HK0904210078.htm;大公报,8200名教师完成通识培训,2009年8月22日http://source.takungpao.com/news/09/08/22/JX-1130613.htm
2详情参阅成报2011年10月21日。http://www.singpao.com/NewsArticle.aspx?NewsID=43516&Lang=tc
3引自胡少伟(2008)
1引自胡少伟(2008)
1引自范信贤(2003)。
1引自范信贤(2003)
1引自周淑卿(2006)
1引自张德锐(2006)。
1引自徐俊祥(2007)。
1引自庄明贞(2005)。
2引自陈可儿、李文浩、黄显华(2010)
3叙说研究与一般质性研究数据的处理过程中相似的地方,如数据进行编码、主题辨认、寻找模式及分类(引自陈可儿、李文浩、黄显华(2010))。
1引自庄明贞(2005)。
1引自范信贤(2003)。
1引自黄月美(2005)。
1引自范信贤(2003)
1引自范信贤(2003)
1引自Reagan,T., Case, C. & Brubacher, J (2005)。
1引自吴美贤、何碧愉、朱嘉颖(2006)
1引自陈美玉(1999)
1引自周淑卿(2002)
1引自麦斯威尔(2010)。
2引自黄显华(2003)。
1引自范信贤(2003)。
1引自范信贤(2003)
1引自周淑卿(2006)
1我曾经开玩笑的问M,他是否仍然有「生活」,是否还有父母和朋友吗。他笑说,有,然后告诉我,乙校前校长曾告诫他,教师在这行业很需要健康的身体,不然很快就要退下来。他一直紧记这句话,所以都有努力平衡工作和个人作息的时间。
2引自徐邦杰(2008)
1引自范信贤(2003)。
1引自汤才伟(2003)。
1引自徐邦杰(2008)。
2引自麦斯威尔(2010)。
1引自黄显华等(2003)
2引自汤才伟(2003)
1引自钟启泉(2006)。
1引自汤才伟,朱嘉颖(2006)。
1引自UNESCO (2007)
1引自邱珍婉(2003)。
1引自胡少伟(2008)。
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1引自张德锐(2006)
2同上。
1引自张德锐(2006)。
1引自周淑卿(2006)。
1引自周淑卿(2006)
1引自汤才伟、朱嘉颖(2006)。
2有关实践性知识在此暂且按下不表,留待下文详细探讨。
3引自汤才伟、朱嘉颖(2006)。
1引自黄显华(2005)。
2引自黄显华(2005)。
1引自陈美玉(2000)。
1引自徐俊祥、黄显华(2005)。
1引自朱嘉颖(2008),p.55。
1详情参阅文汇报,三三四学制问与答,2009年4月21日。http://paper.wenweipo.com/2009/04/21/HK0904210078.htm;大公报,8200名教师完成通识培训,2009年8月22日http://source.takungpao.com/news/09/08/22/JX-1130613.htm
2详情参阅成报2011年10月21日。http://www.singpao.com/NewsArticle.aspx?NewsID=43516&Lang=tc
3引自胡少伟(2008)
1引自胡少伟(2008)
1引自范信贤(2003)。
1引自范信贤(2003)
1引自周淑卿(2006)
1引自张德锐(2006)。
1引自徐俊祥(2007)。
1引自庄明贞(2005)。
2引自陈可儿、李文浩、黄显华(2010)
3叙说研究与一般质性研究数据的处理过程中相似的地方,如数据进行编码、主题辨认、寻找模式及分类(引自陈可儿、李文浩、黄显华(2010))。
1引自庄明贞(2005)。
1引自范信贤(2003)。
1引自黄月美(2005)。
1引自范信贤(2003)
1引自范信贤(2003)
1引自Reagan,T., Case, C. & Brubacher, J (2005)。
1引自吴美贤、何碧愉、朱嘉颖(2006)
1引自陈美玉(1999)
1引自周淑卿(2002)
1引自麦斯威尔(2010)。
2引自黄显华(2003)。
1引自范信贤(2003)。
1引自范信贤(2003)
1引自周淑卿(2006)
1我曾经开玩笑的问M,他是否仍然有「生活」,是否还有父母和朋友吗。他笑说,有,然后告诉我,乙校前校长曾告诫他,教师在这行业很需要健康的身体,不然很快就要退下来。他一直紧记这句话,所以都有努力平衡工作和个人作息的时间。
2引自徐邦杰(2008)
1引自范信贤(2003)。
1引自汤才伟(2003)。
1引自徐邦杰(2008)。
2引自麦斯威尔(2010)。
1引自黄显华等(2003)
2引自汤才伟(2003)
1引自钟启泉(2006)。
1引自汤才伟,朱嘉颖(2006)。
1引自UNESCO (2007)
1引自邱珍婉(2003)。
1引自胡少伟(2008)。
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