由情绪地理探究教师专业发展文化之建构.PDFVIP

臺中教育大學學報 ：教育類  0  年 ，() ，-0 由情緒地理探究教師專業發展文化之建構 Emotional Geographies during Teacher Professional Development Evaluation 林慧蓉＊ Whei-Jung Lin （收件日期00 年0 月 日；接受日期0  年 月 日） 摘 要 教育政策之執行常將情緒視為個人心理和非理性的認知 ，忽略情緒的社會互動意義。 本文以教師專業發展評鑑政策為例 ，運用符號互動論為研究方法 ，微觀教育現場社會互動 關係 ，剖析個案學校在政策推動歷程中行政和教學系統之間的情緒距離 ，並且探究在情緒 地理影響下 ，學校如何型塑支持教師專業發展評鑑的組織文化 。研究結果發現 ：一 、行政 與教學系統之間文化和目的距離改變最大 ，物理距離具中介效果 ；二 、透過情緒距離的重 建行動 ，型塑支持教師專業發展評鑑的組織文化 ；最後 ，依研究結果提出建議 。 關鍵詞：情緒地理 、教師學習社群 、教師專業發展 ＊國立中正大學教育學研究所博士生  臺中教育大學學報 ：教育類 Abstract The educational policy often regarded emotion as the individual psychology and the non- rational cognition, but neglected the role of social interaction. This study used the teacher professional development for example, and the symbolic interactionism as the research technique to discuss the interaction between the school administration and teachers in the classroom. Furthermore, this technique were used to understand the emotional distance between the school administration and teachers, and to comprehend the effects of emotional geographies within school culture; that supported the teacher evaluations for professional development. Important study findings included: ) Between the school administration and teachers, the maximum of the culture and the purpose emotional distance had been changed, and the physical distance with an intermediate effect; ) Reconstruct the emotional distance within the school can build certain organizational culture to promote teachers professional development. Key words: emotional geographies, teacher s’ learning community , teacher professional development