頁籤選單縮合
題名 | 由情緒地理探究教師專業發展文化之建構=Emotional Geographies during Teacher Professional Development Evaluation |
---|---|
作者姓名(中文) | 林慧蓉; | 書刊名 | 臺中教育大學學報. 教育類 |
卷期 | 26:2 2012.12[民101.12] |
頁次 | 頁87-105 |
分類號 | 522.2 |
關鍵詞 | 情緒地理; 教師學習社群; 教師專業發展; Emotional geographies; Teachers' learning community; Teacher professional development; |
語文 | 中文(Chinese) |
中文摘要 | 教育政策之執行常將情緒視為個人心理和非理性的認知,忽略情緒的社會互動意義。本文以教師專業發展評鑑政策為例,運用符號互動論為研究方法,微觀教育現場社會互動關係,剖析個案學校在政策推動歷程中行政和教學系統之間的情緒距離,並且探究在情緒地理影響下,學校如何型塑支持教師專業發展評鑑的組織文化。研究結果發現:一、行政與教學系統之間文化和目的距離改變最大,物理距離具中介效果;二、透過情緒距離的重建行動,型塑支持教師專業發展評鑑的組織文化;最後,依研究結果提出建議。 |
英文摘要 | The educational policy often regarded emotion as the individual psychology and the non-rational cognition, but neglected the role of social interaction. This study used the teacher professional development for example, and the symbolic interactionism as the research technique to discuss the interaction between the school administration and teachers in the classroom. Furthermore, this technique were used to understand the emotional distance between the school administration and teachers, and to comprehend the effects of emotional geographies within school culture; that supported the teacher evaluations for professional development. Important study findings included: 1) Between the school administration and teachers, the maximum of the culture and the purpose emotional distance had been changed, and the physical distance with an intermediate effect; 2) Reconstruct the emotional distance within the school can build certain organizational culture to promote teachers' professional development. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。