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A study on Teacher's Phronesis in High School Community of Practice
Community of Practice
High school teacher
Professional Learning Community
High Scope Program
Teacher’s phronesis, including knowledge, abilities, values, introspection and accomplishment, is the accumulated experience value of teachers in teaching practice over time and again. It shows how teachers must deal with the teaching immediately. It includes consideration of curricula , Reflection in teaching, wisdom of executive leadership, multiple thinking of evaluation and class management. In the face of the challenge of education reform, practical wisdom is a must for teachers to be able to face the challenges brought by the reform. Education reform has changed the way teachers learn, from the traditional type of personal learning, to the community's learning model. The practice community can provide a safe and trustworthy social learning environment for participants to feel comfortable and secure. In practicing community, teachers process dialogues, sharing, criticizing, giving back and reflection so that teachers can grow under the continuous stimulating cycle and develop their phronesis. This study adopts a case study approach, and three high school teachers were invited to share their experience in community of practice. Data collection is conducted through in-depth interviews and compared with the documents produced by the community to ensure that the content is correct. In addition, another researcher is also invited to participate in the data analysis as a check on the research. As the study results, teachers’s development of phronesis contains three aspects- practical knowledge, practical thinking and practical ethics. Teachers' practical knowledge comes from their professional knowledge and on-site teaching experience. Teachers can gain more practical knowledge by participating in the teaching community. Practical knowledge is not found in theory. It is based on teachers' own professional knowledge. And its teaching experience exists in the interaction of participating in meaningful substantive communities. Through the process of dialogue and sharing, the teaching experience can be continuously practiced , verify, and then practice. Practical thinking comes from experience and reflection of teachers, the community conducts teacher's thinking training through sharing, strengthening the ability of dialogue, criticism and speculation. The practice community provides a safe and comfortable situational context for teachers to engage in dialogue and sharing, and through experience- reflection and reflection-experience continuously processes to forge their practical thinking. Practice ethics comes from teachers' recognition of teaching work. Personal beliefs and experience of senior teachers in the community can help teachers to confirm their practical ethics. Teachers can constantly modify and redefine their own practice ethics by participating in practical communities, sharing and interacting with each other. In addition, phronesis needs to include practical experience and practical reflection. Because in the process of practical community, through each activity generated by the experience will be accumulated into practical experience. The practice of reflection is through dialogue after the community activities, to reflect on the process of each practice to slowly accumulate wisdom, and then applied to the teaching practice.
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