華語教師的學經歷反思與職涯成長之敘說探究——以十位華語教師為例

Abstract

本研究為敘事探究，以半結構訪談為研究工具訪談十位華語教師，欲探究以下兩個問題：一、華語教師如何在學經歷中培養與運用華語教學專業能力（華語知識、教學能力、外語能力、跨文化素養、華人文化與知能）；二、華語教師透過學經歷反思呈現的職涯成長軌跡與展望。筆者以Dewey的經驗理論為主軸，搭配「反思模型」和「教學推理與行動能力」各階段檢視受訪教師經驗的互動性與連續性，以了解透過情境互動獲得的專業能力如何實踐在教學實務中。筆者亦透過受訪教師對不同事件的感受與反思，了解這些事件如何引導各自成長，進而展望職涯的未來，建構各自的教師身份。本研究的結果顯示，受訪教師們看重情境互動對於專業能力的幫助，並根據課程需求轉化所學；在華語教學專業能力中，受訪教師們特別重視「教學能力」與「華語知識」的培養和運用，好將學生需要的語言知識以合適的方式傳授。此外，受訪教師們認為「班級經營」能力也是一位華語教師應具備的能力，然而在國內的華語教學領域接觸管道較少。即便受訪教師們的專業背景和生活情境相異，在各自的敘說中仍一致表達了學經歷對職涯的正面影響，例如從教學失誤和師生衝突中反思成長、從學生或家長的正面回饋獲得成就感等；受訪教師們亦從經驗中展望自身職涯，表示期望能持續精進專業能力、提升並維持學生的學習動機，或是為自己創造更多元穩定的教學機會，分別呈現了華語教師作為專家、經營者、培養者和開發者的不同身份。This narrative inquiry study conducts a semi-structured interview with ten Mandarin teachers, aiming to investigate how they obtained and practiced Mandarin teaching proficiency in their experiences, and how they reflect and grow from those experiences. Based upon Dewey’s Experience Theory, the researcher applies Reflective Model and Pedagogical Reasoning and Action Model to explore the interaction and continuity between the participants’ experiences and teaching proficiency, and their reflection on paving the way to their career development, while establishing their teacher identities.In terms of obtaining teaching proficiency, the participants value the interaction with colleagues, students and parents, and they revise their teaching philosophy and methods depending on teaching needs. They emphasize “teaching ability” and “content knowledge of Mandarin” the most as well as “classroom management”, which lacks discussion in the domestic researches and teacher training programs of Mandarin teaching. Although the participants vary in their majors and backgrounds, they unanimously expressed the influence of their experiences to their career development, such as learning from mistakes and gaining a sense of achievement from positive feedback. They are fully motived by experiences, and are willing to become a Mandarin teacher as professional, manager, acculturator or explorer.