實踐取向之教師專業成長──在職教師進修模式之變革之解析

Practice-oriented professional development of teachers - an analysis of the changes in the An Analysis of the Change in the Mode of In-service Teacher Education

教師進修是一種被壓迫的研習？進修像買菜？可以速成？充滿苦與怨？以致變成「靜休」？

何謂「增能模式」」（empowerment model）？教師該仰賴誰來提昇專業知能？能否能「自給自足」？教師改變的動力和阻力在哪裡？

Is teacher education a form of oppressive study? Is further study like buying groceries? A quick fix? Full of suffering and resentment? So that it becomes a "silent retreat"?

What is the "empowerment model"? Who should teachers rely on to enhance their professional knowledge? Can they be "self-sufficient"? What are the motivations and resistance to change for teachers?

文章主題：教師進修模式 
 關鍵字：教師進修、行動研究、增能模式

Article Topic: Teacher Enrichment Model 
 Key Words: Teacher Education, Action Research, Enrichment Model

論文摘要

顧瑜君〈實踐取向之教師專業成長──在職教師進修模式之變革之解析〉一文發表於2002年10月，《課程與教學季刊》，第五卷第四期，頁1-18。

此文的研究目的在探討教師進修模式變革之可能，闡述教師如何透過進修而能夠增能（empower），進而使教師專業更能落實到每日教學工作中，使「教學實務工作者即研究者」的理念確實的實現。

本文探究研習主辦者如何與教育政策或改革方案共同來理解、詮釋與探究教師進修的問題處境，從實際的行動中發展轉變問題的可能性，並從實踐想法的歷程中使問題轉變。

為了讓教師進修能跳脫「無法自給自足的循環」，研究者以雙路徑學習（Double-loop learning）作為討論的切入點，作為教師進修由壓迫（Oppressed）轉為希望（hope）的可能方向。

Abstracts

Gu Yujun's article 'Practice-oriented professional growth of teachers: An analysis of the change in the model of further education for in-service teachers' was published in October 2002 in Curriculum and Instruction Quarterly, Vol. 5, No. 4, pp. 1-18.

The aim of this article is to explore the possibility of a change in the model of further education for teachers, and to explain how teachers can be empowered through further education, so that the teaching profession can be put into practice in their daily teaching work, and the concept of "the practitioner as researcher" can be realised.

This paper explores how study organisers can work with educational policy or reform programmes to understand, interpret and explore the problematic context of teacher learning, to develop the possibility of changing the problem through practical action, and to transform the problem through the process of putting ideas into practice.

In order to break out of the 'unsustainable cycle' of teacher learning, the researcher uses double-loop learning as an entry point to discuss possible directions for teachers' learning to move from oppressed to hope.

給教育工作者的話

對於進修的困境，我們必須先釐清學習的意義不再是「學習新的事物」，轉將學習視為一種「特殊的歷程」。若以行動研究的基本假設來看，就像朱愛群教授（1997）所言，學習應該是一種「轉化、昇華、創造、修正的過程」，而這個歷程正是另一種學習的基本假設與信念。

在「增能模式」（empowerment model）的研習中，教師必須展現一個實務工作者的專業，從認識自己的教學困境出發，並從實際的計畫中找尋解決問題的資源、設計提昇能力的方案。同時，也必須開拓對教育問題的認識，提昇解決教育困境的能力。如此，教師將不再仰賴專家來提昇，而能體認與理解到唯有自己是可以仰賴的。

For educators

To address the dilemma of learning, we must first clarify that the meaning of learning is no longer "learning something new" ," but rather that learning is a "special experience. If we look at the basic assumptions of action research, as Professor Chu, Aiqun (1997) says, learning should be a "process of transformation, sublimation, creation, and revision," and this process is the basic assumption and belief of another kind of learning.

In the empowerment model, teachers must demonstrate the professionalism of a practitioner by understanding their own teaching dilemmas, finding resources to solve problems, and designing solutions to enhance their abilities from practical projects. At the same time, they must also expand their understanding of educational problems and improve their ability to solve educational dilemmas. In this way, teachers will no longer rely on experts to improve, but will recognize and understand that they are the only ones they can rely on.

給教育研究者的話

行動研究的核心概念是「實務工作者即研究者」，使實務工作者不再屈居於被指導者。在當前教師進修模式下，作為實務工作者的受壓迫性，是教師是否可以脫離被支配與壓迫的轉機，也就是說將學什麼的關注轉移為怎麼完成學習。如果實務工作者能以豐富的實務經驗作為基石，以從實踐中探究的方式，來洞悉配合教育政策或教改方案的進修，轉換配合與被支配的角色為主動的角色，將可對接收模式的教師進修進行深度的轉變。

變革後的教師進修模式可以稱為「增能模式」（empowerment model），透過它能讓教師意識到可以仰賴自己來提昇自己能量，而行動研究所倡導之「教學者即研究者」的理想，以及教師專業的展現就不需要另闢戰場，可以在平時的教學現場中實實在在的展現。

For educational researchers

The core concept of action research is that "the practitioner is the researcher", so that the practitioner is no longer subordinated to the mentee. In the current model of teacher education, the oppression of the practitioner is the opportunity for teachers to escape from domination and oppression, that is, to shift the concern of what to learn to how to accomplish learning. If practitioners can use their rich practical experience as a cornerstone to gain insight into the educational policy or educational reform program, and if they can change their role from one of cooperation and domination to one of initiative, they can make a profound change to the received model of teacher learning.

The transformed model of teacher education can be called the "empowerment model", through which teachers can realize that they can rely on themselves to enhance their own energy, and that the ideal of "the teacher as researcher" advocated by the Institute for Action Research and the demonstration of teacher professionalism do not require a separate battlefield, but can be demonstrated in the real world of teaching.