Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/3450
Title: 在邊界上與藝術共舞
Other Titles: Altogether Dancers in the Boundary with Art: Discusses A/r/tography Social Group the Development and the Operation
Authors: 許楓萱
Issue Date: Sep-2010
Publisher: 師資培育與就業輔導處
Office of Teacher Education and Careers Service
Abstract: 教改中關於教師專業的討論聲浪中,教師社群的建立為重要的一環,其能結合教師專業發展內涵,得以促進教師專業自主的實廳。而良好的教師社群互動除了讓教師感知到自己的專業聲音與觀點,激勵教師更高的批判反思外,必須兼顧認划與情感層面的互動,並期待教師的創造性轉化。這樣的社群互動是否可能?本文企圖以A/r/tography社群為例,探討兼具「創造」、「實踐」、「反思」等目標的教師社群如何連作;此外,當社會仍期許教師能夠以陌生人的眼光,重新找出課堂中的可能性和藝術性,代表社群團體中亦重個人主體性的專業成長,其運作和發展又會是怎樣的走向?A/r/tography社群的特殊性在於充滿混雜性(m臼issage)的角色履行、書寫第三度空間(thirdness)的遊移(in-between) ,我們看見兼其聲術家、教師與研究者的社群成員,在社群間形成認知及情感上的凝索、引發藝術教學的創發,進而激盪出專業成長的動力。他們在身分的邊界上省思,研究特色油蓋「日常生活探究的實踐(praxis) J 、「以社群網絡的方式進行行動研究」、「充滿故事與生命力的質性研究取向」。從A/rltography社群的運作與發展歷程,吾人也從中獲取教師專業新的敢發,即是「學習擁抱陌生性J '帶著好奇心(CUI切sity) 、熱誠( enthusiasm) 和創造力( creativity )去運作每一個例行公事,從既定的教學指引中,看到更多的教學想像力;此外,在社群活動中共享美感經驗的教師,也較容易引導學生產生新的創見、感覺、想像與行動方式,並在互為主體中進行教學實踐。A/r/tography社群的運作與發展,突破了身分的藩籬,充滿多重性和實踐的多元性,社群中的個體在發展專業成長時,仍可同時擁抱多重身分,自主地拼湊、揉雜出一個主體性豐富的自我圖像,讓教師專業的主體性發展更為自由與開鬧。
In the educational reform about the teacher specialized discussion voice, the teacher community's establishment for an important link, its can unify the teacher career development connotation, can promote the teacher specialized independent practice. Good teacher community interaction except lets the teacher sensation to own specialized sound and the viewpoint, must give dual attention to the cognition and the emotion stratification plane interaction, and anticipates teacher's creative transformation. Such community interacts whether possible? Does this article attempt take a/r/tography community as the example, the discussion has both "the creation", "the practice", "the recollection" and so on how the goal teacher community to operate. A/r/tography community's particularity lies in fills the "metissage" role fulfillment, to write three-dimensional space in-between, we see to have both the artist, the teacher and researcher's community member, forms in the cognition and the emotion condensation, the initiation art teaching in the community creates sends . They think in the identity boundary, research characteristic covering "the daily life inquisition's praxis", "conducts the action research by the community network's way", "to fill the story and the vitality nature research orientation". From a/r/tography community's operation and the development process, we also gain the teacher specialized new inspiration, is "study hug strange", is bringing curiosity, enthusiasm and the creativity operates each routine business. A/r/tography community's operation and the development, broke through the identity fence, fills multiple , in the community individual when the development specialized growth, still might simultaneously hug the multiple identities, disorders an independent rich self-image, lets the teacher specialized independent development be more free.
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/3450
Other Identifiers: 4D1409B9-CB8D-F36B-1D47-7F0AFBE1977B
Appears in Collections:中等教育

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