體驗區
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| 篇名 |
「反思實踐輔導模式」：透過對談協助教師反思實踐的幼教輔導模式
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| 並列篇名 |
The Consulting Model for Reflective Practice: Facilitating Action Learning of Early Childhood Educators through Dialogue
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| 作者 |
林珮妤
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| 中文摘要 |
「反思實踐輔導模式」運用行動研究的循環模式，賦予教師教學改進主體的專業角色與地位，並透過晤談對話鷹架教師專業成長，是很不同於「由上對下」督導型態的幼教輔導模式，呈現一種以教師專業成長為本位的輔導視野，裨益於國內幼教輔導實質的推展。文內所論述的輔導模式來自於合作行動研究後的體悟，本文除詳述此模式的架構，並簡述此模式建立的背景，此模式務實的策略與方針，包括建立「行動學習」文化的輔導脈絡、在輔導會談鷹架教師行動前省思的具體策略，以及輔導者所須具備的溝通策略與技巧，在國內提升幼教專業之際，走向以專業為本位的幼教輔導取向，此輔導模式深具意義。
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| 英文摘要 |
The Consulting Model for Reflective Practice, adopting the cyclical process of action research, empowers teachers to become the active agents, as educational professionals, for the educational reform. Different from the top-down supervision style, this model proposes to emphasize on consulting discourse as a main vehicle to enhance teacher professional development. It presents a different perspective to examine how teacher professional development in the context of kindergarten consultation can be facilitated systematically and efficiently.The theoretical framework of this paper is based on the reflection via a collaborative action research. In addition to explaining the structure in detail, this paper aims to briefly state the background of this model and to elaborate the practical strategies including the strategies to build up an action learning culture in school consultation, the tactics to facilitate reflection on action during the group consultation, and the communication skills applied by counselors. The consultation model is particularly significant and valuable in terms of developing a trend toward promoting professional development of early childhood educators.
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| 頁次 |
91-119
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| 關鍵詞 |
合作行動研究
、kindergarten consultation
、development
、inservice teacher professional
、action learning
、collaborative action research
、幼稚園輔導
、在職教師專業發展
、行動學習
、TSSCI
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| 卷期 |
20:1
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| 日期 |
200906
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| 刊名 |
臺東大學教育學報
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| 出版單位 |
國立臺東大學
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