華德福幼兒園老師生命經驗轉化與教學實踐反思之敘說探究

Abstract

本研究旨在理解華德福幼兒園老師的生命故事，並探究他們獨特的生命經驗轉化與教學實踐反思的歷程與其間的關聯，以呈現出華德福幼兒園老師生命經驗轉化對自我成長、教學實踐、幼兒學習與發展的重要性。本研究採生命史敘說探究方法，以三位資深華德福幼兒園老師為研究參與者，進行深度訪談，每位受訪者接受訪談3-4次，每次2-2.5小時，總計每位訪談時數為6-7小時。所蒐集之研究資料包含：訪談逐字稿、生命故事集、幼兒園刊物、研究者省思札記以及Line對話紀錄等，依據Lieblich等所提出之敘說「整體—內容」模式進行資料分析。本研究發現為：一、華德福幼兒園老師生命經驗轉化是自我探索與創化的歷程。二、華德福幼兒園老師教學實踐反思是探究與理解孩子本質的歷程。三、華德福幼兒園老師生命經驗轉化與教學實踐反思是相互交織且彼此關聯。四、華德福師資培訓/在職培訓課程中的生命史、藝術課程，與資深老師的典範，以及自由華德福幼兒園文化，是受訪老師生命經驗轉化與教學實踐反思的促發要素。五、自由華德福幼兒園是老師與孩子生命交織的搖籃。最後依據本研究發現，針對幼兒教保師資培育機構之課程規劃、幼兒園主管及老師之教學實務，以及未來研究者在研究議題與研究方法上提出建議。This study aims at understanding the life stories of some teachers in Waldorf preschool, as it explores the process and relationship between their unique life experience transformation and teaching practice reflection, so as to show the significance of such life experience transformation to self-growth and teaching practice of Waldorf preschool teachers, as well as children's learning and development. Based on the method of life history narrative inquiry, this study takes three senior Waldorf preschool teachers as participants for in-depth interviews, and each participant is interviewed three to four times for 2 to 2.5 hours each time, with a total of 6 to 7 hours respectively. The research data collected include: complete interview transcripts, life story collections, related preschool publications, researcher's reflection notes, Line dialogue records, etc. The data were analyzed according to the narrative inquiry"whole-content" model proposed by Lieblich et al. The findings of this study are as follows: 1. The life experience transformation of Waldorf preschool teachers is a process of self-exploration and self-creation. 2. Their reflection on teaching practice is a process of exploring and understanding the nature of children. 3. Their life experience transformation and teaching practice reflection are intertwined and interrelated to each other. 4. The life history and art courses during Waldorf teacher cultivation and on-the-job training, senior teachers as role models, and the free Waldorf preschool culture are the triggers for the transformation of the interviewed teachers' life experience and reflection on teaching practice. 5. The free campus is the cradle where the lives of teachers and children are connected. Finally, according to the findings of this study, suggestions are made on curriculum planning for early childhood education and teacher training institutions, teaching practice for preschool supervisors and teachers, and the research topics and methods for future researchers.