中學實習教師的馬拉松180天：教育實習制度之探討

師資培育制度從早期計畫制走向今日儲備制，成為中學教師的路徑已不再如過往般是「畢業即就業」；當前實習教師世代在制度變遷下面臨層層挑戰。本文在回顧歷來較少受到關注的實習教師個人生命歷程時，發現實習教師的經驗及未來生涯發展方向，與當前師培制度和社會環境息息相關。本研究試圖瞭解個人成為中學教師的動機，並進一步探討在教育實習制度下，實習教師的處境和他們在實習過程中可能面臨的挑戰與因應歷程，藉此更完整地呈現中學教師養成圖像。出於對實習教師生命歷程的關懷，本論文有兩個研究目的。第一，是耙梳成為一名教師牽涉的社會脈絡與主要支持系統。第二，透過劇場論、情緒工作與生命歷程等理論的視角，來檢視實習教師在實習過程中會採用何種策略以因應在實習機構中面對的各種挑戰，以及實習老師如何看待在轉大人時期的這段實習歷程對個人的意義。本研究以半結構式訪談蒐集研究資料，共訪談16位受訪者。主要研究發現如下：一、身為女性、就讀科系與「教師」職業有明顯連結及有足夠經濟資本進行生涯探索者，更可能選擇成為教師，而這與社會期待和教育與勞力市場間的連結性有關。二、實習教師在實習場域擁有多個前台，隨時面臨多方凝視與評量猶如置身環形監獄。三、多數實習教師處在轉大人時期，無薪狀態使其對個人社會身分感到迷惘，是成功轉銜的阻礙之一。四、由於實習無薪以及中學教師就業機會的高度不確定，中學教師變相成為有足夠經濟資本者才能選擇的職業，可能導致階級複製不利社會流動。五、受訪者往其他領域發展時，多數能找到與實習經歷的關聯，創造間接型態的「學用連結」，呈現出個人的能動性。本論文針對當前師資培育制度提出以下建議：一、選校資訊透明化，以利實習教師尋覓與個人理念契合之學校；輔導教師媒合從校方指派改為「師徒面談」，以利實習前的相互了解，提升彼此對實習的滿意度。二、實習教師承擔部分教師職責應給予合理薪資或津貼。以實質報酬肯定教師專業，並減輕當前無薪的生活壓力，進而避免助長階級複製。

關鍵字

實習教師；師資培育制度；劇場論；社會化；生命歷程；轉大人時期；情緒工作

並列摘要

The teacher education system has been reformed from a planned format to a reserve scheme today. Unlike the past, employment is no longer guaranteed upon graduation for those who receive trainings to be high school teachers. The current generation of intern teachers are facing multiple challenges under this institutional transformation. The scant literature about the life course of intern teachers reveals that the intern experience and future career development of intern teachers are deeply connected with the teacher education system and the social environment. To fully grasp the picture of high school teachers’ professional development, this study not only attempts to understand the intern teachers’ motivations to become high school teachers, but also explore the challenges they face in the current teacher education system and the coping strategies they adopt during the internship period. The purpose of this study is two-fold. The first objective is to explore the social context and major support systems for cultivating a teacher. Second, from the perspectives of dramaturgy, emotion work, and life course theory, it examines the ways in which intern teachers respond to challenges faced during the internship, and how they find meanings in this internship that they experienced during the emerging adulthood. The research data was collected through semi-structured interviewing, with sixteen interviewees participated in the interviews. Major research findings are as follows: First, being a female, majoring in certain disciplines, and having sufficient economic capital are more likely to choose to become a teacher. This is related to social expectations and the linkage between education and labor market. Second, intern teachers have multiple front stages during the internship in school, facing constant stares and scrutiny as if they are in the panopticon. Third, most intern teachers are in the period of emerging adulthood, and the unpaid status makes them feel confused about their social identity. Fourth, because the internship is unpaid and the prospect of having a career as a high school teacher is highly uncertain, only those who have sufficient economic capital may afford to choose to pursue this profession. This may lead to class reproduction and hinder social mobility. Fifth, most intern teachers who later decide to pursue careers in other fields are able to exert agency by discovering the connection between their internship experiences and career pursuits and creating the linkage between learning and practice. This study proposes the following suggestions for the current teacher education system. First, make the school selection information transparent, so that intern teachers can find the schools speaking the same language. Moreover, change the matching process of mentors and interns from school assignment to interviews between mentors and interns in order to facilitate mutual understanding prior to the internship and the satisfaction of both parties of the internship. Second, an intern teacher should be given a reasonable salary or allowance since he or she takes partial responsibilities of a full-time teacher. Doing so may further alleviate the financial pressure on intern teachers thereby could prevent class reproduction.