A/r/tography信念之高中美術教師專業發展個案研究

Abstract

為因應激烈的社會變化以及教育改革的需求，加強教師進修和專業發展已成為教育界中一項重要課題，教師不斷地加以自我檢視，並持續實踐。A/r/tography理論即是近年來孕育而生的藝術為本之教育探究，美術教師如同研究者一般地反省個人經驗，探索生活周遭；如同教育者一般地分享學習的智慧，以有效途徑將想法傳遞給學生；以及如同藝術家一般地持續自我專業實踐、創作。

本研究以一位高中美術教師為對象進行個案研究。以半結構式訪談為主，輔以課堂觀察以及檔案分析，探究A/r/tography信念之高中美術教師專業發展之實踐歷程。並自行透過與實踐行動的藝術美學探究，將教學活動導向更具深刻理解與創造性的行動。

本研究結果為以黃淑苓（2005）對教師專業發展的三面向為分類依據。 A/r/tography信念對於「個人發展」方面之影響為： 1.高中美術教師時間運用完整、不零碎； 2.創作與分享的態度適時紓緩情緒壓力； 3.A/r/tography理論「提醒」高中美術教師持續創作、進修；

A/r/tography信念對於「教育專業發展」方面之影響為： 1.「探究」、「分享」的態度不斷微調、形塑教育理念； 2.課程靈感來自於生活的所見所聞，與生活密切結合； 3.課程內容設計融入藝術創作、理論探究及教學實踐，學生擁有全面性學習； 4.高中美術教師運用多元教學資源，帶給學生非單一性的知識來源、體驗； 5.教師們進行協同教學，創造豐富知識連結之策略； 6.高中美術教師採取共同學習、分享的正向班級經營策略； 7.A/r/tography理論「提醒」教師積極接觸教育新知，保持個體對教學及生活有高度敏銳性；

A/r/tography信念對於「教職專業發展」方面之影響為： 1.高中美術教師積極參與校內美術教育政策推動或修正； 2.參與美術學科中心教學資源研發推廣小組，推廣個人美術教案至全臺； 3.高中美術教師支持藝術與生活正常化。In response to rapid social changes and demands for education reforms, continuing education and professional developments of teachers have become an important topic in the education sector. Teachers constantly self-examine and continue to practice. A/r/tography theory was born out in recent years as an educational research based upon arts. Art teachers, similar to researches, reflect on their personal experience and explore their life and surroundings; similar to educators, they share their wisdom of learning and convey their ideas to students effectively; and similar to artists, they continue their professional practices and create artworks.

This paper is a case study of a senior high school art teacher. The research was conducted mainly through semi-structured interviews, supplemented with course observations and data file analysis, investigating the professional development journey of a senior high school art teacher with A/r/tography beliefs. Through practices of art and aesthetic inquiry, the research subject led teaching activities into more profound and creative actions.

The results of this paper were categorized into three areas based on Huang (2005).A/r/tography beliefs have the following influences to “Personal Development”: 1.Senior high school art teachers combine their time for work and interests; 2.Creating artworks and attitudes of sharing relieve emotional stress; 3.A/r/tography theory “reminds” senior high school art teachers to continue their studies and create artworks;

A/r/tography beliefs have the following influences to “Pedagogical Professional Development”: 1.Attitudes of “sharing” and “exploring” constantly fine-tune and shape the philosophy of education; 2.Experience in life inspires and is incorporated in course curriculums; 3.Course design incorporates artwork creations, theory inquiries and teaching practices, allowing students to learn more comprehensively; 4.Senior high school art teachers utilize a variety of teaching resources, bringing students knowledge and experience from more than a single source; 5.Teachers collaborate and create a strategy that links vast amounts of knowledge; 6.Senior high school art teachers use a positive class management strategy of mutual learning and sharing; 7.A/r/tography theory “reminds” teachers to actively stay informed with new education ideas, maintaining a high sensitivity to teaching and life;

A/r/tography beliefs have the following influences to “Faculty Professional Development”: 1.Senior high school art teachers actively participate in the policy of promoting and amending art curriculum; 2.Participate in the Research and Promotion Team of Fine Arts Education Resource Center, promoting individuals’ art curriculums across Taiwan; 3.Senior high school art teachers support the normalization of Arts and Life.