治理與自理交織的專業發展探索 : 一位校長的敘說研究 =The professional development exploration between governance and self-care: the narrative research of a principal

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治理與自理交織的專業發展探索 : 一位校長的敘說研究 =The professional development exploration between governance and self-care: the narrative research of a principal
著者: 朱麗玲 (教育學系課程與教學)
國立臺南大學教育學系課程與教學碩博士班
主題: 治理性自理性校長專業發展; governance self-care Principal professionaldevelopmen
描述: 「校長」是一個學校的表徵、首長與核心人物，其一舉一動，都影響著學校的人、事、物發展，一位專業的校長更能引領著學校前進，展現新氣象，締造校園和諧與人文氣息，故，校長的專業素養，不容忽視。本研究主要從Foucault的治理性觀點出發，來探究一位初任校長成為一位專業校長的修為，從中找尋專業治理性的內涵以及在專業發展中自理性的探索，並嘗試以社群運作成就自己與教師的專業發展為主要目的。本研究採用敘說研究方式，從學校與8位教師社群運作歷程中的對話語錄、會議紀錄、正式與非正式訪談、日誌、反思札記、line自我書寫、其他開放性資料等，以故事/事件方式呈現，進行Foucault論點中關懷自身的傾聽、對話辯證、說真話、告解坦白、自我書寫等資料分析，並透過校內與社群成員的三角校正檢閱信實度，從中得到許多寶貴經驗。一、專業校長的修為須具備三項修煉：「動靜」的平衡力；對「人」的關懷；求「真」的本質。二、專業治理運作內涵包含了：「靈性」的修行；「知性」的內在；「感性」的外在。三、促使老師能「自理性」專業發展需有：善的原創性思想；教育者的引導；有規劃的工作體驗；不以個人能力與貢獻為參照標準。四、社群運作印證專業發展的要素：（一）師資培育、政策法令的規範不可或缺；（二）專業內涵是自己與群體的共有與互動，關懷自身的高境界；（三）專業發展是為己與利他的發展；教師“自理性”的積極作為來自“治理性”的觸發；（四）教師超越極限的跨越，經過鍛鍊，可以呈現；（五）團體動力支援，可以減少特教老師的折損率；（六）實務中見證理論的脈絡，印證學理不是無用，而是缺乏專業的引領者。關鍵
"Principal" is a school character, conductor and core figures. His behavior affect all of the school. This research from to Foucault’s governance, to explore a first president how to be a professional principal, then discover the professional development bet ween governance and self-care, and to achieve the professional development from teacher’s community. This study uses narrative research on the school and eight of teacher’s community. The data include dialogue, meetings, formal and informal interviews, log, reflection notes, line writing, other open materials,etc. For data analysis use listening, dialectical dialogue, telling the truth, confessing, self- writing of Foucault’s self-care and get on triangle correction .The analysis conclusion： 1.The professional principals including the balance between" behavior " & "silence", care for "people", the core of "truth". 2.The professional governance operations is the practice of "spirituality", "intellectual" & sensibility. 3.Teachers’ professional development of "self-care" needs original idea of goodness, educator's guidance, a planned experience ,but not based on personal ability & contribution as a reference standard. 4.Community operation confirms professional development：teacher training institution & norms of policies & regulations, the Self-care by oneself and Community, the teacher 's "self - care" is from the "governance", teachers can be presented beyond the limits after work out, community support reduce the discount of special education teachers, the theory can be proved of practice from a professional leader guidance. Keywords：governance、self - care、Principal、professional developmen.
出版者: 博士論文--國立臺南大學教育學系課程與教學碩博士班, 106學年度
建立日期: 民106 [2017]
格式: vii, 327面 : 圖,表 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

治理與自理交織的專業發展探索 : 一位校長的敘說研究 =The professional development exploration between governance and self-care: the narrative research of a principal

朱麗玲 (教育學系課程與教學) 國立臺南大學教育學系課程與教學碩博士班民106 [2017]

正在檢索遠程資料庫，請稍等

治理與自理交織的專業發展探索 : 一位校長的敘說研究 =The professional development exploration between governance and self-care: the narrative research of a principal

朱麗玲 (教育學系課程與教學) 國立臺南大學 教育學系課程與教學碩博士班 民106 [2017]

正在檢索遠程資料庫，請稍等

朱麗玲 (教育學系課程與教學) 國立臺南大學教育學系課程與教學碩博士班民106 [2017]