193232 * () () () () *

() () () (, 1988) (, 1997) (McClure, 1991, cited in Schwarz, 2001) (Pinnegar, 1995)

(, 1997:, 1997:, 1995:, 1994) (life-cycle) / (mental/structure) (Kremer-Hayon & Zuzovsky, 1995) (entry & exploration) (stabilization) (diversification & stock-taking) (mid-career phase) (disengagement & exit)( Kremer-Hayon & Zuzovsky, 1995) (1995) (1997) (1997) (Weartherby, 1981, cited in Kremer-Hayon & Zuzovsky, 1995, p.156) Diamond (1988) Kelly (1955) (pre-conjectural) (dogmatism) (decision-making) (inventive or conjectural) (emancipatory)

(cited in Kremer-Hayon & Zuzovsky, 1995, p.157) Fuller Bown (1975) ( 1997cited in Evertson & Smithey, 2000) (cycle theory) ( 1997) Fessler (, 1994, pp.42-43) Hargreaves Fullan (1992) (cited in Beattie, 1997) Skovolt Ronnestad (1995, cited in Page, 1999, pp.32-33)

() (conventional) () (transition to professional training) ( ) (imitation of expert) ( ) (conditional autonomy) ( () (exploration) () (integration) () (individuation) () (integrity) ( ) ) (1993) ( )

(, 1997) (2000) Soodak Podell (1996) (outcome efficacy) (teaching efficacy) (personal efficacy) ( ) ( ) ( (1993, 1996) (1994) 123

(1995) (2001) (Connelly & Clandinin, 1990) (Bickman & Rog, 1998) (Clandinin & Connelly, 2000) (Lieblich, Tuval-Mashiach, & Zilber, 1998) (Conle, 2000)

(Langley, 1995) (Grumet, 1990) (Cortazzi, 1993) ( pre-service teacher) (Conle, 2000) (Connelly & Clandinin, 1988, cited in Cortazzi, 1993) (Connelly & Clandinin, 1988) Woods (1987) ( 89) (Measor, 1985,, 2000) ( )( 2000) Kremer-Hayon Zuzovsky (1995)Diamond (1988)

Evertson Smithey (2000) Bradley (2000) Gratch (2001) Allexsaht-Snider (1996) (90) Cole Knowles (1995) (self-study) Meyer (1995) Landay (2001) Schwarz (2001)

Langley (1995) (empowerment)

( ) (Lieblich, Tuval-Mashiach, & Zilber, 1998) ( )

( ) ( )

()

open book

input output

Cole Knowles (1995) (p.130) Cole Knowles (1995) () ) () ( ) () (

) () ( ) () ( ) ( ) Skovolt Ronnestad (1995) ( ) () () () () () () () ()

Kremer-Hayon Zuzovsky (1995) (85) (88) ( 89) ( 90) Connelly Clandinin (1985) (cited in Conle, 2000) Conle (1996) (resonance) Proefriedt (1994) (p.9)

(89) ( ) (89) () () () () ()

(Hargreaves, 1997, cited in Schwarz, 2001) Westerhoff (1987) (cited in Schwarz, 2001) (Knowles & Holt-Reynolds, 1991) Schwarz (2001) (authentic professional development) (Osterman, 1991) Barone

(1996)(cited in Beattie, 1997) ( ) ( ) ( ) ( ) (agent)

() () () () () () () ( ) ( ) ( )

( )

(1996) 37(5) 39-42 (1993) 3153-178 (2001) (1994) 4(2)48-50 (1988) (1993) (1997) 38-43 (1997) 1(1)67-81 (2000) 17(2)61-69 (2000) 946-57 (1995) 28 115-151 (2001)

(1995) 3(4)54-72 (1994) 4(2) 38-47 Allexsaht-Snider, M. (1996). Windows into diverse worlds: The telling and sharing of teachers life stories. Education & Urban Society, 29(1), 103-119. Beattie, M. (1997). Fostering reflective practice in teacher education: Inquiry as a framework for the construction of a professional knowledge in teaching. Asia-Pacific Journal of Teacher Education. 25(2), 111-128. Bickman, L. & Rog, D. J. (Eds.). (1998). Handbook of applied social research methods. Thousand Oaks, CA: Sage. Bradley, J. G. (2000). Male elementary teacher candidates: A narrative perspective on their initial career choice. McGill Journal of Education, 35(2), 155-165. Clandinin, D. J. & Connelly, F. M. (2000). Narrative inquiry. San Francisco, CA: Jossey-Bass. Cole, A. L. & Knowles, J. G. (1995). Methods and issues in a life history approach to self-study. In T. Russell & F. Korthagen (Eds.), Teachers who teach teachers: Reflections on teacher education (pp.130-154). London: The Falmer Press. Conle, C. (1996). Resonance in pre-service teacher inquiry. American Educational Research Journal, 33(2), 297-325. Conle, C. (2000). Narrative inquiry: Research tool and medium for professional development. European Journal of Teacher Education, 23(1), 49-58. Connelly, F. M. & Clandinin, D. J. (1988). Narrative meaning: Focus on teacher education. Elements, 19(2), 15-18. Connelly, E. M. & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14. Cortazzi, M. (1993). Narrative analysis. London :The Falmer Press. Evertson, C. M. & Smithey, M. W. (2000). Mentoring effects on proteges classroom practice: An experimental field study. Journal of Educational Research, 93(5), 294-105.

Gratch, A. (2001). The culture of teaching and beginning teacher development. Teacher Education Quarterly, 28(4), 121-130. Grumet, M. R. (1990). Voice: The search for a feminist rhetoric for educational studies. Cambridge Journal of Education, 20, 277-282. Knowles, J. G. & Holt-Reynolds, D. (1991). Shaping pedagogies through personal histories in pre-service teacher education. Teachers College Record, 93, 87-113. Kremer-Hayon, L. & Zuzovsky, Z. (1995). Themes, processes and trends in the professional development of teacher educators. In T. Russell & F. Korthagen (Eds.), Teachers who teach teachers: Reflections on teacher education (pp.155-171). London: The Falmer Press. Landay, E. (2001). Narrative interviews: An approach to studying teaching and learning in English classrooms. High School Journal, 84(3), 26-34. Langley, D. J. (1995). Examing the personal experience of student skill learning: A narrative perspective. Research Quarterly for Exercise & Sport, 66(2), 116-131. Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analysis, and interpretation. Thousand Oaks, CA: Sage. Meyer, R. J. (1995). Stories to teach and teaching to story: The use of narrative in learning to teach. Language Arts, 72(4), 276-187. Osterman, K. (1991). Reflective practice: Linking professional development and school reform. Planning and Changing, 22, 298-217. Page, S. (1999). The shadow and the counselor: Working with darker aspects of the person, role, and profession. London: Routledge. Pinnegar, S. (1995). (Re)experiencing student teacher. In T. Russell & F. Korthagen (Eds), Teachers who teach teachers: Reflections on teacher education (pp. 56-67). London: The Falmer Press. Proefriedt, W. A. (1994). How teachers learn. New York: Teachers College Press. Schwarz, G. (2001). Using teacher narrative research in teacher development. Teacher Educator, 37(1), 37-43. Soodak, L.& Podell, D. (1996). Teacher efficacy: Toward the understanding of a multi-faceted construct. Teaching Teacher Education, 12, 401-411.

A Teacher s Growth a Narrative Study Jane Chiu* Abstract A full-fledged professional teacher never comes out easily. Although there are varieties of avenues to train teachers nowadays, a good teacher is a product of combination of teacher education programs, experiences, reflection, advanced study and continuing growth. These invaluable practical experiences which shape teachers career development are getting increasing attention in current research field. Teaching experiences need to pass on, and they can be recorded via studies. A teacher s professional growth is a hidden, internalized process, it cannot be totally comprehended through quantitative measures alone. This study used narrative research to investigate an experienced teacher s professional growth process. Her teaching career development can be classified as : (1)training and enlightenment, (2)verification and retrospection, (3)despair and restarting, (4)realization and commitment, and (5)looking-forward and preparation. Her teaching ideology and value system is consistent, and the crucial element of professional development is her never-ending self-awareness and reflection. Those factors such as previous life and learning experiences, positive attitude toward life, creative personality, and strong sense of responsibility are playing major parts in her professional growth and have positive impact on her teaching career. Key words: Teaching career (professional) development, teaching philosophy, teaching style *Jane Chiu: Assistant Professor, Department of Educational Psychology and Guidance, National Pingtung Teachers College.