頁籤選單縮合
題 名 | Critical Reflection and Professional Growth of Language Teachers=批判省思與語言教師之專業成長 |
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作 者 | 李菁華; | 書刊名 | 慈濟通識教育學刊 |
卷 期 | 2 民94.06 |
頁 次 | 頁163-184 |
分類號 | 522.2 |
關鍵詞 | 省思法; 批判省思; 專業成長; 專業發展; Reflective approach; Critical reflection; Professional growth; Professional development; |
語 文 | 英文(English) |
中文摘要 | 本文首先簡述 Wallace(1991)之省思法以闡揚專業發展對教學行業之重要性。其次,藉由Schon(1987)之行後思(reflection-on-action)及行中思(reflection-in-action)的概念強調力行(action)為省思之要素;進而引介廣義之省思教學,亦即批判省思。Farrell(1996)及劉顯親(2001)兩位學者的實證研究相繼指出亞洲教師因地域文化因素,較難由批判省思得到專業成長。然而,Pennington(1996)認為透過重塑「認知情意藩籬」(cognitive-affective filter),語言教師其實有可能掙脫特殊文化及社會羈絆,藉由批判省思,達成促進專業成長的目的。 |
英文摘要 | This paper first outlines Wallace’s (1991) reflective approach to point out the importance of professional development in the teaching profession. Secondly, Schon’s (1987) reflection-on-action and reflection-in action are detailed to highlight the significant role of action in the process of reflection. The distinction between these two terms is followed by an introduction to reflective teaching, with the emphasis placed on the broad definition of reflection, i.e. critical reflection. A review of Farrell’s (1996) and Liou’s (2001) studies then indicates that due to local culture, some Asian teachers might confront difficulty in gaining growth in critical reflection. The last two sections, however, suggests that by means of cognitive-affective filter reformation (Pennington, 1996), language teachers have potential for professional growth, regardless of their cultural- or social-specific teaching environment. |
本系統中英文摘要資訊取自各篇刊載內容。