聽覺障礙教師職涯發展歷程之探究

The Career Development of teachers with Hearing-Impairment

楊博如(Yang, Po-Ju) ； 陳志軒(Chen, Chih-Hsuan)

《溝通障礙教育》 4卷1期 (2017/06) Pp. 1-29

https://doi.org/10.6933/TJLCD.201706_4(1).0001

摘要

背景︰探討聽覺障礙教師職涯發展的研究是極為少數，並多以敘事或生命史研究，鮮少探討此族群的職涯發展之社會歷程。因此本研究之目的主要探索聽覺障礙教師擔任教職之職涯過程。研究方法︰採質性研究之深度訪談，研究參與者以滾雪球共選取十二位在普通學校擔任教職工作之聽覺障礙教師，並以紮根理論進行資料分析。結果︰聽覺障礙教師的教職工作歷程由五個階段所組成，分別是準備階段－求學時職涯前做準備、徬徨階段－面臨職涯的選擇、關卡階段－面對職業面試的考驗、挑戰階段－學校教職工作的困境及因應策略，以及認同階段－擁有良好的逆勢工作面向，最終浮現建構出核心範疇「承認侷限、突破重圍」。結論︰提供適當就業與心理支持對於聽覺障礙教師工作延續是有其必要性。

關鍵字

聽覺障礙教師 ； 職涯發展 ； 紮根理論

並列摘要

The studies about the career development of teachers with hearing- impairment are extremely rare, and most of them were studied through narrative or life history method. Therefore, the purpose of this study is to explore the career development of the teachers with hearing impairment. 12 participants were recruited by using snow-rolling sampling. The data were collected via in-depth interviews and subsequently analyzed by implementing grounded theory method. The result showed that the career process of teachers with hearing-impaired consists of five stages, namely (1) preparation stage: preparing for obtaining a teacher license; (2) uncertainty stage: being uncertain about being a teacher; (3) trial stage: struggling to convince the employers of his/her capability; (4) challenge stage: facing the challenge of teaching in a school; (5) identification stage: acknowledging and transforming the limitations of being a teacher. In conclusion, occupational and mental supports for teachers with hearing-impairment were very critical for their career development.

並列關鍵字

Teacher with Hearing-Impairment ； Career Development ； Grounded Theory