教學是一種機構脈絡下的教育活動，由於立場不同，以致大眾對教學常存在著對立的觀點。新德行倫理學者Alasdair MacIntyre提出「實踐」的概念，並與Joseph Dunne就教育意義進行對話，其中「教學是否是實踐？」更被《教育哲學期刊》列為特殊議題以探究之。本研究運用哲學思考的方法，針對「教學是否是實踐？」議題，就眾學者們之論辯，進行探討，並檢析MacIntyre觀點加以批判。研究發現有三：（1）MacIntyre實踐觀點獲得多數學者贊同，但定義和案例混淆，並蘊涵道德相對主義的危險：（2）MacIntyre技能取向的教學觀點，簡化教師角色，並忽略了整體脈絡思考的重要性，多數學者並不贊同；（3）關於「教學是否是實踐？」議題之論辯，多數學者主張教學是實踐，但作者認為：「教學不是實踐」之論點，反應了當前教學機構化和專業化的實況；運用「教學是實踐」的論點，可引導教師趨向教學的德性倫理學，使教學成為教師自我成長的追求和實踐。

Teaching is a kind of educational activities within institutional contexts. There are some debates about whether teaching should be regarded as a form of professional technical expertise or a basic form of moral association. MacIntyre’s notion of practice and his dialogue with J. Dunne on education attract public debate. As such, Is teaching a practice? has been selected as one special issue by the Journal of Philosophy of Education.
This study employed philosophical thinking to analyze scholars’ perspectives on MacIntyre’s viewpoints presented in the Journal of Philosophy of Education, with a special focus on the debates about whether teaching is a practice. The findings were as follows:（1）MacIntyre’s notion of practice gained most scholars’ agreement, but his definition is mixed up with his examples and implies the danger of moral relativism.（2）MacIntyre’s conception of teaching as a form of technical expertise was challenged by most scholars because it simplifies the teacher’s role and neglects the importance of holistic thinking.（3）Regarding the issue about whether teaching is a practice, most scholars claimed that teaching is a practice, but MacIntyre argued against that. The educational implication of this issue is worth exploration.