攝影教師的專業發展歷程–以王鼎元的教學歷程為例

Abstract

由於研究者在就讀高中時對攝影產生興趣，為了學習攝影，曾就讀國立臺灣藝術大學圖文傳播藝術學系一年。在就讀國立臺灣師範大學時，曾創立影像藝術創作社，目的之一為發揚觀念攝影，因這樣的機緣，在創社過程中認識研究參與者王鼎元攝影師，其同時也是攝影教師。研究者於研究所時就讀的是成人教育，因著對攝影的興趣，發現關於成人攝影教師的生涯發展與專業發展之研究相當不足，因為教師生涯發展與教師專業發展之相關研究是以中學教師為主要研究對象。除此之外，攝影教學相關的研究也不多，且主要是以兒童攝影為主的研究，因此，研究者期望透過訪談王鼎元攝影教師的教師生涯發展以及教師專業發展與攝影教學經驗等，了解攝影教師之生涯發展及教師專業發展途徑，以補足社會教育在攝影教學相關領域的不足，甚至可以對臺灣的攝影教育有所貢獻。研究者的教師生涯發展理論取材於Frances F. Fuller（1969）與Oliver Bown（1975）及McDonald（1985）的階段論與 Fessler（1985）的循環論，原因為階段論與循環論不以年齡抑或者年資為主軸，是更適合成人教師之方式。至於教師專業發展理論著重在定義與途徑，途徑面例如透過講座、參觀、自我進修、實際操作、互動討論等形式進修。在攝影教學理論部分則著重在臺灣從高職到研究所的攝影教育相關課程與臺灣國中小攝影的行動研究相關之論文，以及研究參與者的學經歷，成為攝影教學訪談大綱的基底。研究者係以敘事研究方法與半結構式訪談法與文件分析為研究方法來訪談研究參與者，從教師生涯發展、教師專業發展、攝影教學這三個理論去訪談研究參與者相關的問題，期望對臺灣的攝影教育有所啟發，能讓想成為攝影師或攝影教師者，甚至是現任攝影教師，能有一個攝影教師專業發展之參考對象。Since the researcher became interested in photography when she was in high school, in order to study photography, she studied in the Department of Graphic Communication Arts, National Taiwan University of Arts for one year. When I was studying at National Taiwan Normal University, I founded the NTNU Imaging Art Club, one of the purposes of which was to promote conceptual photography. Because of this opportunity, I met the research participant Wang Dingyuan, who is also a photography teacher, during the process of creating the club. The researcher studied adult education at the graduate school. Because of her interest in photography, she found that the research on the career development and professional development of adult photography teachers is quite insufficient, because the related research on teacher career development and teacher professional development is based on middle school teachers as the main research object. In addition, there are not many studies related to photography teaching, and the research mainly focuses on children's photography. Therefore, the researchers hope to understand the teacher's career development, professional development and photography teaching experience of Wang Dingyuan's photography teacher. The career development of photography teachers and the path of professional development of teachers can make up for the deficiencies of social education in the field of photography teaching, and can even contribute to photography education in Taiwan. The researcher's teacher career development theoryis based on the stage theory of Frances F. Fuller (1969), Oliver Bown (1975) and McDonald (1985) and the cycle theory of Fessler (1985). The reason is that the stage theory and cycle theory are not based on age or seniority. As the main axis, it is more suitable for adult teachers. As for the theory of teacher professional development, it focuses on definitions and approaches, such as learning through lectures, visits, self-study, practical operations, and interactive discussions. In the part of photography teaching theory, it focuses on the papers related to the photography education courses in Taiwan from higher vocational to the graduate school and the action research of photography in Taiwan's elementary and middle schools, as well as the learning experience of the research participants, which become the basis of the photography teaching interview syllabus. The researcher used the narrative research method and the semi-structured interview method to interview the research participants, and interviewed the research participants from the three theories of teacher career development, teacher professional development, and photography teaching. Photography education is inspiring, so that those who want to become photographers or photography teachers, or even current photography teachers, can have a reference object for the professional development of photography teachers.