體驗區
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| 篇名 |
教師性別教育專業成長之分析研究
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| 並列篇名 |
The Analysis of Teachers' Professional Growth in Gender Equity Education
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| 作者 |
洪久賢
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| 中文摘要 |
本研究旨在透过性别教育成长团体的互动，探讨教师性别意识觉醒、反思、建构性别平等观、落实性别平等教育之专业成长历程，归纳研究结果，综合研究对象之专业成长经验，以供落实与推广性别教育时，教师调适或改进教学之用。本研究发现研习教师参与长期性理论与实务兼具的专业成长活动，其融合女性主义教育学、性别平等教育理论、知识与生活经验，透过文献阅读、成长团体成员间合作反思、对话与互动、札记省思，及与研究者的互动，产生自我性别意识觉醒。虽然在自我解构与重建构性别平等观的历程中面临挑战、经历挣扎，但藉由团体成员中的相互支持、信任，深层检视性别角色社会建构历程、自己性别认同形塑过程与教学的性别刻板化行为，体验知行思三合一的成长经验，促使彼此得以自我突破、重新定位、做自己的主人，增进对弱势性别的关怀，在生活与教学中戴上性别的眼镜看世界，感受到彰权益能，进而建构多元文化价值观，并积极将性别教育融入教学。教师们组织成相互尊重、切磋砥砺的支持性成长团体，对教师的专业成长俾能有所助益。
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| 英文摘要 |
The purpose of this study was to analyze the professional growth process of teachers in gender education through long-term in-service workshop. Twenty-five teachers totally completed the activity. In-depth interview, text analysis and class observation were used to understand the real condition of professional growth in implementing gender education. The collected data were analyzed by qualitative methods.The teachers performed great improvement in gender equity consciousness, reflective thinking, and implementation through attending the gender education professional growth workshop. The teachers reflected their consciousness in gender equity, and developed a gender-sensitive perspective to reveal unfair situations. The teachers could examine their instruction from the dimensions: content integration, knowledge construction, equity pedagogy and an empowering school culture. The effective strategies were: literature review and analysis, collaborative reflection, dialog, reflection journal writing, and the supportive community learning community.
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| 頁次 |
213-232
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| 關鍵詞 |
professional development
、professional growth
、gender equity education
、gender education
、專業發展
、專業成長
、性別平等教育
、兩性教育
、性別教育
、TSSCI
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| 卷期 |
46:2
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| 日期 |
200110
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| 刊名 |
教育科學研究期刊
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| 出版單位 |
國立臺灣師範大學
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