成人學習者自我導向之專業成長研究 －以社區大學教師為例

Abstract

本論文欲探討社區大學教師，其就職前(未成為社大教師之前)，及職後(成為教師之後)的自我導向學習方式，並且包含其教學的專業成長及反思歷程。以質性訪談的方式，經立意挑選，挑選了五位至少在社區大學授課超過三年以上之教師，研究對象以尋找本質學能以外、異質性高的講師為主。其所探討的主題，將焦點在這五位教師如何進行自我導向式的學習歷程，並且在此歷程中，自身的教學反思、專業成長的歷程與其展望。 其研究後發現，五位教師的自我導向學習皆有獨特之學習方式。其共同特質在於這五位教師的個人職前之學習歷程，皆有相當的自主性，並且有個人的一套學習方法，且參與了不同的專業協會會員團體。而教學專業成長上，其所教授內容皆為教師所有興趣鑽研之領域，故教學上能建立起教學典範；其次，師生之間的關係也是影響其改變教學內容及方案的關鍵，這五位老師以師生互信、教學中細心持續之關注，及隨著學生進行自我專業成長的歷程。在這歷程中，每個老師都有其轉換自我導向學習的歷程，透過課程與學生的對話，進而達到適性之教學。 透過訪談分析，社區大學教師所具備之特質為: (一)以民主、開放、創意的教學態度對待社區大學學員: 1. 須以耐心教導對待進度落後學員。2. 規劃協同合作又獨立競爭的表演模式。3. 以引導促進互信，鼓勵學生進行自主學習 4. 積極參與社區營造活動 5. 具備創造力的實用獨特教學方式。二、具備多元性、廣泛性的專業成長歷程概念: 1. 從興趣培養轉變為教學領域，動機的覺醒成為關鍵 2. 多元學習的來源，提供社大教師全面性的學習。3. 同儕團體的贊同與肯定，奠定學習的根基。4. 從學習到教學歷程，持續維護其專業領域。5.教學之熱誠程度非為持續性，係隨著專業知能的發展與角色扮演產生變化。6. 專業知識是在自學脈絡下即可成就。7. 日常生活的問題都視為興趣，持續研究深入學習。 最後，研究者於最後章節中提出反思與建議，對社區大學成人教師所提出其反思，其反思共分為五點，包括參與社大自我成長課程、主體為學員的核心教學認知、柔性勸導替代權威式教學、需要更充足的備課時間。有關建議的部分，則是對社區大學相關單位的建議，最後針對未來相關研究給予建議。

This study is to explore community university teacher with the growth of professionals. And it also focuses on the self-directed learning methods and types, including the teaching of professional growth and reflection process. The qualitative interviews, through purposive selection, have a selection of at least five in Community University at teaching more than three years of teaching. The Discussion of this theme will focus on how teachers process in these five self-directed learning types, and in this course, the teaching of their own critical thinking, and the outlook of their professional growth. The study found that these five teachers have unique learning styles. Their common trait is that these five teacher's have their personal methods of learning. And they also have joined different related professional associations. In regarding to the growth of professional teaching, those contents of teaching are the main field of all teachers learning, so it can build a paradigm of teaching; Secondly, the relationships between teachers and students also affect their teaching content and programs, the five teachers and students trust them with each other, keep consider all the students needs base on the field, and change themselves with students to process onto self-professional development. In this process, each teacher has the processing of converting themselves into self-directed learning, and in the end, achieve to suitable teachings through curriculum and the discussion between students and teachers. . Through analysis of interviews, Community University teachers possess the characteristics of: First of all, one may need to have a democratic, open-minded and creative attitude towards the teaching Community University Students: 1. Teachers shall be treated with patience to teach students behind schedule. 2. Planning a collaborative and competitive performance mode. 3. Guiding and trusting the students to encourage them to become self-directed learners. 4. Actively involved in community-building activities. 5 Have qualifications of unique, creative, and practical teaching methods. Secondly, with diversity, extensive professional development course concepts: 1.The motivation of awakening, which from the interest to develop into the field of teaching, is the crucial key. 2. The multiple sources will provide a comprehensive Community University teacher to begin learning. 3. The affirmation of peer group.4.Continuing to maintain their professional fields between learning and teaching the course. 5. The dedication of the teaching is non-persistent. 6. The professional knowledge can be achieved under the context of self-directed learning. 7. Continuing to keep studying in the same field, and find the questions from daily life. To sum up, the researchers propose reflection and recommendations for community university adult teachers in the final chapter; the reflection is divided into five sections, including participation in community university of self-development courses, the main core of teaching knowledge for students, flexible alternative to persuade the authority of teaching, need to have enough time of preparation of courses . In regarding to the suggestion, there have two sections: One is the improvement of related institutions; the other is the advice for further studies.