教師的成長如何發生？教師反思與學習的關係探究

How Do Teachers Grow? An Investigation into the Relationship Between Teacher Reflection and Learning

本研究旨在探討國小教師的反思經驗，包括探索教師反思的契機及其反思歷程，並分析反思與學習之間的互動關係。研究採用半結構式訪談法，選取五位國小教師作為訪談對象，以理解其反思與學習的經驗。研究發現，反思與學習有著多重的關係，教師可以在教學與反思的歷程中，產生新的觀點、看見新的可能，進一步促進學習與成長；研究結果主要分成兩個面向：首先，教師反思的契機多元，包括遭遇教學挑戰、意外事件，以及與同儕進行專業交流等，在這些情況下產生更深入的思考。其次，研究歸納出反思與學習之間的四種關係：包括反思可以對教師產生學習與成長、過去所學可以促進更深入的反思、反思需要學習才能更從中獲得啟發，以及反思可以引發後續的學習動機。本研究凸顯了教師專業發展中，反思的重要性，並探討反思與學習之間的多重關係。

This study aims to explore the reflection experiences of elementary school teachers, including the opportunities for reflection and the reflection process, as well as to analyze the interactive relationship between reflection and learning. The research uses semi-structured interviews, selecting five elementary school teachers as interview subjects to understand their experiences with reflection and learning. This study found that reflection and learning are closely interrelated, with teachers generating new perspectives and discovering new possibilities through the process of teaching and reflecting, which further promotes learning and growth. The findings of the study are divided into two main aspects: First, the opportunities for teacher reflection are diverse, including challenges in teaching, unexpected events, and professional exchanges with peers, all of which lead to deeper thinking. Second, the study identifies four types of relationships between reflection and learning: reflection can lead to teacher learning and growth, prior knowledge can promote deeper reflection, reflection requires learning to gain further insights, and reflection can stimulate subsequent learning motivation. This study highlights the importance of reflection in teacher professional development and explores the multiple relationships between reflection and learning.