An Analysis of the Teachers’ Professional Development Process and Viewpoints of Integrating International Education in Elementary School Curriculum

[[abstract]]全球化意識的興起，使得國與國之間的關係更為緊密相連，模糊了傳統原有的國界限制，縮短了人與人之間的距離。全球化影響強化了國際間的交流，使得教育逐漸國際化。然而，繼高等教育的國際化推展之後，中小學的國際教育推行逐漸成為世界各國關注的焦點。 台灣中小學的國際教育發展，尚屬於剛起步的階段，相關的政策也都還在發展的過程中，故相關的研究亦相當稀少。再者，多數國內教師對於國際教育的認知以及相關經驗不足，亟需此方面的專業成長。有鑑於此，本研究欲從教師參與「教育部99年度中小學國際教育專業知能人力建置暨優先行動地區推廣計畫」之暨大子計畫 ─ 「國際教育融入課程」中，探討教師所經歷的成長歷程，以及影響其專業成長的因素，及所面臨的問題及困境。並經由分析文獻、觀察與訪談的結果，將資料加以統整，提供建議以供日後相關研究計畫參考。 本研究發現，兩位教師的專業成長歷程大致可依照發展特質之差異而區分為兩個階段、四個時期。其中四個時期分別為「被動消極期」、「嘗試與奮鬥期」、「醒悟期」與「轉化期」。而「被動消極期」、「嘗試與奮鬥期」歸類於教師專業成長歷程之初步發展階段，「醒悟期」與「轉化期」則歸類於教師專業成長歷程之轉變發展階段。此二階段、四時期分別涵蓋了四個專業成長內涵，分別為專業知識、專業技能、專業自主與專業態度。研究結果亦顯示兩位教師專業成長的歷程呈現連續性，教師在被動消極期中經歷了疑惑、被動與排斥；在嘗試與奮鬥期中願意嘗試去學習新事物，並努力投注心力；在醒悟期中藉由反思而避免以前相同的問題；在轉化期中更具創新的想法及能力，並對自身的專業有更多的期許。 研究結果發現，計畫架構、專業的領導、校長的領導、自發性的學習、教師社群、反省力、教師的自我期許、教師人數、地區資源、人口不足及結構不同、對所參與的計畫之內涵以及對國際教育議題的瞭解程度、對課程熟悉度、國際教育融入課程與原有課程的設計有所差異等等皆影響了教師於專業上的成長。 最後本研究提出幾項對於教師專業成長的建議，如鼓勵教師專業團體的組成、透過反省性的對話來提升教師專業成長、加強支援系統的著重以及激勵教師於專業上的成長。除此之外，本研究並對未來國際教育相關計畫提出幾項建議，如計畫或政策推行時有其詳盡解釋之必要性、鼓勵教師參與進修研習活動，培養教師在國際教育的專業能力、組織學校之種子團隊，培養國際教育發展人才等等。[[abstract]]The ever increasing rise of globalization blurs borders and shortens the distance between people. The impact of globalization has strengthened international interaction, and has promoted internationalization. However, after the continuous promotion of the internationalization of higher education, how to promote primary and secondary schools to implement international education is becoming the emphasis by many countries. The development of international education in Taiwan's primary and secondary schools still belongs to the fledgling stage. The related policies are in the preliminary stage thus related research is limited. Furthermore, the majority of the teachers are not fully aware of the notion of international education or equipped with related experience, thus to scaffold the teachers to cope with the transition through all kinds of professional development has become a must. For this reason, this research was to look into the process of teachers’ professional development and unfold the factors, constrains and predicament that affect the development when teachers were involving the implemented project. The research author has integrated the information of the analysis of literature, observation and interviews to provide reference for future projects. This research found that the two teachers' process of professional development can be broadly divided into two phases and four stages respectively in accordance with characteristics of teachers’ involvement in the process. The four stages are the dissonance and resistance stage, trial and errors stage, self-reflection stage and modification of teaching practice stage. The first two stages are considered the phrase of preliminary involvement; the latter stages are the phase of transformation. The notion of the two phases and the four stages includes professional knowledge, professional skills, professional autonomy and professional attitude. This study also emphasizes that the course of the professional growth is shown as a continuous and liner development. The teachers were going through the metamorphosis from struggles and resistance to embracing the dissonance and exploring the alternatives in their teaching profession. The research concludes that there are variant factors that significantly direct how and to what extent teachers can grow professionally from the implemented project---the support from the professionals including researchers, seasoned teachers, principals, the availability of human resources and cultural capital, teachers’ perceptions of teacher professional development as well as whether or not the stakeholders have a comprehensive and in-depth understanding of the notion of international education. Finally the research author suggests that it is crucial to form teacher communities, to encourage the professional dialogue among teachers, and most importantly, to overcome the constrains, such as time and human resources as ways to encourage teachers to pursue professional growth. In order to tackle the issues of implementing international education, the first step is to hold seminars and workshops to enhance educators’ understanding of the key notions in international education. In the mean time, the stakeholders must conduct pilot schools to inform local researchers and practitioners in this field. In addition, this study and the future of international education related projects made several recommendations, such as the need for detailed explanation in the plan or the implementation of the policy, to encourage teachers to participate in education learning activities to develop the professional competence of teachers in international education organization of the school of the seed team to develop international education and development personnel.[[note]]碩