实践社群理论下之多元文化师资培育探究-教育研究与发展期刊.pdf

教育研究與發展期刊 DOI 10.3966/181665042014061002004 2014 6 87-114 第十卷第二期 年 月 頁 實踐社群理論下之多元文化 師資培育探究 陳淑美 東海大學教育研究所助理教授 摘 要 教育改革之際，以提升教師教學品質保證學生的學習成效，為重要之努力 方向。本文透過Wenger實踐社群之概念，探究美國中西部一所大學師資培育學程 如何培育師資生為公平與多元性教學的計畫，作為提供我國師資培育機構因應12 年國民基本教育改革，促進師資生對教育機會均等，落實有教無類、因材施教學 習之參考。本研究為該師培機構評鑑研究案的一部分，對象為便利取抽樣該師培 機構之畢業生以及該師培機構之教師，資料來自於個別訪談、焦點團體訪談、問 卷資料、及師培機構文件資料。經資料分析結果瞭解師培機構規劃可參與的各項 多元文化教育學習活動，使得該師培機構社群成員間能透過共同的參與投入，逐 漸辨識多元與平等相關議題的共同願景，並進而培養反思多元觀點、及互相支持 合作的共享智庫。依據研究結果，研究者對臺灣師培教育及後續研究提出相關建 議。 關鍵詞：實踐社群、多元與平等、師培教育、多元文化教育 陳淑美電子郵件：chen802@.tw Journal of Educational Research and Development June 30, 2014 , Vol.10 No.2 pp. 87-114 The Study of Preparing Preservice Teachers to Teach for Diversity and Equity as a Community of Practice in Teacher Education Programs Shwu-Meei Chen Assistant Professor, Graduate Institute of Education, Tunghai University Abstract The demand of high quality teachers for all students has become a trend in education. This paper uses Wenger’s concept of “communities of practice” as a framework to understand how a master of education program prepares the preservice teachers to teach with concern for the issues of equity and diversity. The data were collected by exit interviews upon graduation, survey, case studies, and focus group interviews after graduation. The findings reveal complexities in the graduates’ understanding of the issues of equity and diversity evolving through various learning paths developed in the program. By negotiating through doing things together, the joint goal and shared repertoires for multicultural education were built and developed. The paper discusses the contextual factors and the learning needs behind the complexities and provides suggestions for future research and teacher education progr