蘇格拉底對話法在臺北市高職特教教師專業學習社群發展之應用

Abstract

本研究旨在探討現今臺北市高職特殊教育教師如何以社群活動實施蘇格拉底對話，解決所面臨之專業認同困境與教師專業評鑑政策之意見，期盼透過對話，增進對政策的理解並接納現有困境，並透過對話形塑新觀點，並培養教師之理性運用及群性發展，提供教師未來實施蘇格拉底對話之參考。在研究方法上，本研究採用個案研究法進行研究，以臺北市士林區紅瓦學校（匿名）之6名教師為研究對象，進行為期4周、2次共6小時的社群活動，完成針對「何謂特教教師專業？」以及「何謂有效的教師專業發展評鑑？」之探討，結果如下：

壹、蘇格拉底對話法運用於高職特教教師專業學習社群可促使教師運用理性思維對談，避免流於空談、閒聊或懸而未決的討論 貳、蘇格拉底對話法運用於高職特教教師專業學習社群可促進教師群性、培養傾聽美德，形成校園對話文化 參、促進者和參與教師進行蘇格拉底對話時，教師表達的自主性極高，呈現的對話模式具多元特色。 肆、促進者應具備良好的歸納統整能力，並且能精要重述對方語意，在意見上維持中立。 伍、蘇格拉底對話之社群組成份子，若要進行問題探究，必須要有一定程度的相關背景經驗，在共識的形成上會更容易，此為其限制之一。 陸、透過蘇格拉底對話法於高中職特教教師專業學習社群之討論，高職特教教師的專業角色為：「能重視每個生命個體，並能依其學習需求給予合適的教育與服務。」 柒、透過蘇格拉底對話法於高中職特教教師專業學習社群之討論，高職特教教師認為，有效的教師專業發展評鑑為：「能夠在充分尊重專業的前提下，給予長期、定期的評量，透過可測得的方式，例如：觀察、會談、資料等，進行全方位的評鑑作為。」This study elaborates a discussion on how special education teachers of a vocational high school in Taipei resolve their predicaments of professional identity and professional evaluation opinions , through professional learning community (PLC) in the form of The Socratic Dialogue. In order to improve their understandings of educational policies and to accept dilemmas , teachers have to communicate through The Socratic Dialogue, which shapes new ideas, and pushing teachers to use their rationality, and sociability. This research adopts case studies. Six teachers from Taipei City Shilin Disrtict RedRoof School (anonymous) experienced four weeks of community discussion on” what is the definition of special teachers’ Profession?” and ” What is an effective teacher evaluation for professional development?” Seven research findings are shown as follows:

1.The vocational high school PLC in the form of The Socratic Dialogue could prompt teachers to communicate in rationality style, and avoid empty talking ,chatting or suspended conclusion. 2.The vocational high school PLC in the form of The Socratic Dialogue could promote teachers’ sociality and the listening virtue. and shape the dialogue culture in school. 3.In the process of The Socratic Dialogue, teachers express with great autonomy, and theDialogue style reflects multiple features. 4.The facilitator must possess ability to generalize and integrate opinions , and restate the others’ main points neutrally. 5.A restriction which manifests itself is that the members of The Socratic Dialogue must possess , more relevant background experiences in other to reach a consensus in the probe onto problems. 6.Through the vocational high school PLC The Socratic Dialogue, the professional status of special education teacher is defined as : “Being able to value individual and to provide proper education and service to meet the leaning need.” 7.Through the vocational high school PLC The Socratic Dialogue the special education teachers of the vocational high school define an effective teacher evaluation for profession development as,”to provide long-term and regular assessment for the purpose of a comprehensive evaluation in such measurable forms as observations, conversations, data collections on the assumption that there is respect for profession.”