花蓮縣樂齡學習中心教師教學經驗學習歷程之研究

Abstract

為探索高齡教育教師的教學經驗學習歷程，本研究使用Jarvis 2006年修改的經驗學習歷程模型，以討論花蓮樂齡學習中心教師在教學上所遇到的困難、解決的方式，以及，為更深入的了解其教學經驗學習歷程，參考Shulman（1987）和Ball（2008）等人，以及胡夢鯨等人（2017）、魏惠娟（1995）的教學知識內涵，最後整理出四項內涵。共有六位花蓮地區樂齡講師參與半結構式的個人訪談。 研究結果發現，花蓮地區樂齡講師的經驗學習歷程有以下幾個重點：（1）較年輕的教師其教學經驗的斷裂來大多自於與學習者世代的落差；（2）年資較淺教師的教學經驗斷裂來自於對課程與學科教學知識的熟悉度較低；（3）較資深教師描述斷裂經驗的過程較模糊。教學知識內涵部分，則有以下發現：（1）年資較深教師較強調教師的情感角色，傾向模糊化與高齡者之間的師生關係；（2）花蓮縣教師普遍認為高齡教育的目的為增加高齡者互動。最後依據研究結果，對相關實務單位提出建議。The purpose of this study was to explore senior education teachers’ teaching experiential learning process, by applying Jarvis’s (2006) experiential learning theory to a discussion of what were the teacher’s disjunctures in teaching, and how they resolved these problems. In addition, to further the understanding of the teaching experiential learning process of senior education teachers, according to Shulman(1987), Ball(2008), Hu(2017), and Wei(1995)’s knowledge base of teaching, this study defines four categories. The research was conducted in rural Eastern Taiwan - Hualian city, and six senior education teachers in this city participated in individual semi-structured interviews.

The findings of experiential learning process show that: (1) young teachers’ disjunctures are often from the differences between their generation and older adults’. (2) being unfamilar with pedagogical knowledge likely result in novice teachers’ disjunctures. (3) Senior teachers find it more difficult to describe their experience of facing teaching’s difficulties. On the other hand, categories of the knowledge bases show that: (1) Senior teachers stress that the importance of teacher’s emotional function, tend to blur teacher-student relationships. (2) Most teachers in Hualian consider that the aim of senior education is increasing interactions with the elderly.