Education Journal



教師專業發展理念的剖析──以香港通識教育科為例

2008.第36卷第1–2期(Vol. 36 Nos. 1–2).pp. 53–75

 

教師專業發展理念的剖析──以香港通識教育科為例

An Analysis of the Concept of Teacher Professional Development: Taking Liberal Studies in Hong Kong as an Example

朱嘉穎(Julia Ka-Wing CHU)

摘要

在2009年9月實施的新高中學制改革,將「通識教育科」列為高中課程核心科目之一。面對這樣一項關注學科統整理念且勢在必行的課程改革策略,不少長期從事分科教學的教師都開始紛紛尋求專業發展和自我增值的機會。本文以香港某大學開設的有關通識教育科課程發展與教學的碩士課程(下稱「通識教育碩士課程」)為例,主要透過問卷調查、焦點訪談及「學習反思日誌」搜集資料,試圖回應兩個研究問題:(1)修讀通識教育碩士課程的學員有何背景特質?(2)學員透過碩士課程的學習,在哪些方面獲得了新的學習體驗?本文提及教師專業發展的概念,透過描繪學員的背景差異和刻畫學員的學習體驗,反映前線教師對專業發展的意見,以期凸顯剖析教師專業發展理念內涵的重要性,並希望對通識教育科教師的專業發展亦具有一定的意義。本文最後提出「授之以漁,而非授之以魚」,希望引起教師教育工作者關注和思考教師專業發展的可能有效途徑。

Abstract

Starting from September 2009, Liberal Studies will be one of the core subjects in the New Senior Secondary curriculum. In the face of this curriculum reform which focuses on subject integration, lots of subject teachers have started to look for opportunities for further professional development and self-enhancement. Taking the experience of students of the Master of Arts Programme in Curriculum Development and Teaching of Liberal Studies offered by a university in Hong Kong, this article attempts to find out: (1) the characteristics of students in the program in terms of their “teaching experience,” “subject background,” “role in the development of the subject Liberal Studies,” and “learning motivation”; (2) the learning outcomes achieved by students. The purpose is to understand how frontline teachers perceive teacher professional development. Questionnaire, focus interview, and analysis of students’ learning log were used to collect data.