教師專業社會化之探討－學習與成長的歷程

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Title:	教師專業社會化之探討－學習與成長的歷程 Teacher Socialization--The Process of Learning and Growing
Authors:	湯梅英
Date:	1996-08
Issue Date:	2011-12-07 13:30:41 (UTC+8)
Publisher:	臺北市立師範學院
Abstract:	中文摘要　　雖然，教師工作是否屬於專業，教師是否為專業人員，至今仍是眾說紛紜、值得爭論的議題，但是，從師資教育的發展而言，不論基於何種考量，世界各國致力於教師專業之提昇，則是不容抹煞的事實。本文試圖採用社會化的觀點，論述教師專業是一動態、繼續不斷、學習與成長的歷程，在此歷程中教師如何面對並克服困境，實為教師生涯規劃的重要課題。其次，以社會學理論三大研究典範為主，概述社會化及教師專業社會化的涵義。並以教師成長與學習的角度，探究教師生涯發展階段。最後，則採用重視「人」為主體的詮釋取向研究方法，期能幫助師資生或教師習於溝通、分析、省思，從教學中獲得實踐智慧，而能突破教學生涯的瓶頸，開創專業自主的教師生涯。 Abstract 　　Although teaching as a professional occupation has been a debating issue for decades, improving teacher education is one of the main concerns for the worldwide education system. In this thesis, teaching is considered as a socialization process which learning and growing are the most important task for the professional development. 　　Three main traditions in sociology, functionalist, critical, and interpretive, are discussed in relation to studies of socialization and teacher socialization. In summary, teacher socialization is the process whereby the individual becomes a participating member of the community of teachers. After reviewing these three paradigms in teacher socialization, the term socialization is commonly defined too narrowly and should be open to challenge and redefinition. 　　Following the analysis of teacher socialization, several different stages of career development in the teacher occupation are explored from the perspective of socialization. In addition, the interpretive paradigm that emphasizes the subjective experience and individual interaction is employed to help student teachers or teachers becoming professional. The intention is that teachers will learn how to face difficulties and solve problems in teaching practice through the helpful methods, such as autobio graphic study, case method, reflective journal, and portfolio assessment.
Relation:	臺北市立師範學院學報 27期 1月16日
Appears in Collections:	[Office of Academic Affairs] 臺北市立師範學院學報 (19-36卷1期)

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