結構縫隙、社群連結與教育學想像的實踐
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2015-03-??
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國立臺灣師範大學師資培育與就業輔導處
Office of Teacher Education and Career Service
Office of Teacher Education and Career Service
Abstract
本文透過研究者和教師過去十年的合作經驗，揭示結構縫隙和政策空間對於激發教師變革意願和持續投入的重要性。結構縫隙指的是在制度限制中找到行動的機會，而改革政策除了資源、把注之外，尚有透過其實驗性質的教育理念、教學方法、評量模式等改變，給予行動者空間，以利學校成員尋找組織內的結構縫隙，在做中學和在實踐中探究與反思，或開創新的課程與嘗試新的教學方法，甚至可以構築關懷與信任的同儕關條。面對政策和社會的期待衝突、工作負荷和創新的改革要求，教師過去習以為常的工作模式與關條必須轉化為可以滋養互惠和互賴的支持系統，校本專業學習社群和跨校社群的出現，是回應工作需求的變革路徑。然而，只有方法是不足以產生有機的連帶關係，教育學想像是行動意義的視框，是連帶關係的黏著力和變革行動的正當性基礎，透過持續接觸與交流中，形成共同的新理解、新語言和共享實踐的未來想像。「想像」具有穿透力和轉化的潛力，個體在縫隙中經由行動和對話的連結，逐漸演化成新的結構。政策空間的允諾，是讓那由下而上的自然匯流，找到問起去解決的出口，讓教師可以持續學習、創新、和找出實踐教育學想像的可行路徑。
This study, based on the collaboration with teachers in the past decade, displays how teachers can motivate themselves to engage in education change through the structural chasm and policy space. The structural chasm refers to the third space where change agents can fllld opportunity from constraints; whereas policy space is defined by the input of resources, changes of experimental ideals , methods, and assessments, or even by trust building among practitioners. In face with the conflicts between policy and social expectation, workload, and innovation demands, supportive system of mutual and interdependent relation is needed. The presence of school-based and school-crossing PLC reflects the seeking of change patheay in response to such needs. However, only instnunental techniques cannot generate orgynic ties ofrelationsbip; rather pedagogical imaginary is the framework for sensemaking of action, glue of ties, and legitimacy of initiatives. Through constant contact, practitioners can develop new understanding, common languages and shared practice of future imaginary. “Imaginary" has the potential of penetration and transformation. The connection between action and dialogue via chasm may evolve the new structure. The promise of policy space may nurture the flow of bottom-up action, the outlet of solution, which may motivate teachers continue to leam, innovate, and seek possibility of realizing pedagogical imaginary.
This study, based on the collaboration with teachers in the past decade, displays how teachers can motivate themselves to engage in education change through the structural chasm and policy space. The structural chasm refers to the third space where change agents can fllld opportunity from constraints; whereas policy space is defined by the input of resources, changes of experimental ideals , methods, and assessments, or even by trust building among practitioners. In face with the conflicts between policy and social expectation, workload, and innovation demands, supportive system of mutual and interdependent relation is needed. The presence of school-based and school-crossing PLC reflects the seeking of change patheay in response to such needs. However, only instnunental techniques cannot generate orgynic ties ofrelationsbip; rather pedagogical imaginary is the framework for sensemaking of action, glue of ties, and legitimacy of initiatives. Through constant contact, practitioners can develop new understanding, common languages and shared practice of future imaginary. “Imaginary" has the potential of penetration and transformation. The connection between action and dialogue via chasm may evolve the new structure. The promise of policy space may nurture the flow of bottom-up action, the outlet of solution, which may motivate teachers continue to leam, innovate, and seek possibility of realizing pedagogical imaginary.