國家教育研究院

　　本研究以藝術家/研究者/教師探究為立論基礎，提出藝術為本的教師專業發展途徑的嘗試，企圖消融技術傳遞與實踐省思間的界限並擴展新觀，期能在理論與方法上對台灣教師專業發展提供另一種不同的觀點。 教師專業發展攸關教育品質的關鍵。有別於獨尊技術傳遞或實踐省思的教師專業發展觀點，本研究分析教師如何以「藝術」作為探究、感知及實踐其專業與生命。在藝術家/研究者/教師探究(A/R/Tography)中，以視覺藝術為本參與研究方法、文件分析、訪談等研究方法，與藝術為本教師專業研究與實踐社群在創作、實踐、分享、省思、探究等歷程中探索藝術為本的教師專業發展的重要性與限制，本研究提出A/r/tograpgy探究係在藝術經驗中營造一個研究者與教師共同參化的神聖空間；在創作的過程中，如祈願者，不斷地敞開內心傾聽深藏未發的聲音，接收世界裡隱而未現的訊息；在對話過程裡，如行願者，不斷地開啟想像與希望。其次藝術為本的教師專業發展係關懷的美學實踐。期待本研究活化教師專業內涵並蓄積教師專業成長的能量與動力。

　　Based on the A/R/Tography methodology, the research tries to erase the possible boundary between the transmission of skill and reflection on practice. Hopefully, it can provide a different perspective for the teachers' professional development in Taiwan. Teachers' professional development is the key to the quality of education. Different from the traditional viewpoint that teacher is technician or practical researcher, the research aims to analyze the role of art in helping teachers to inquiry and promote their profession. The methodology, a/r/tography, is a hybrid gernre including paintings and documentary films. The methods of this research are visual art based participated research, documents analysis, and interviews included. Teachers are always in-between in a/r/tography. The inquiry and practice are personal, social, and artistic creation. The participants are documentary film-based teachers'?professional communities. In a/r/tography communities, researcher and participants are critical friends in inquiry. The research through artistic creation, practice, sharing, reflection, and inquiry, aims to analysis the significance and limitation of art-based teachers' professional development. The results and insights of the research are two. The a/r/tography inquiry is the sacred space. Besides, the art-based teachers' professional development is an aesthetic practice of caring. This research hopes to energize the power of professional growth and the passion.