國中初任導師實務知識之敘事探究

The Narrative Inquiry on Novice Junior High School Homeroom Teachers' Practical Knowledge

胡麗美(Li-Mei Hu)

指導教授 ： 張嘉育

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2013年)

https://doi.org/10.6841/NTUT.2013.00172

摘要

本研究旨在剖析國中初任導師所遭遇的困擾、探究國中初任導師實務知識的來源與瞭解國中初任導師的成長。研究過程中採用敘事探究取徑，敘說國中初任導師的故事。藉由分析二位國中初任導師的故事，獲致以下四項結論：
　一、國中初任導師實務知識的形塑歷程為遭遇困擾時，由於和自己原先的理想有所衝突而產生反思、因應、不斷修正自己、並獲得成長的歷程。
　二、國中初任導師所遭遇的不同困擾提供形塑各種導師實務知識的契機。
三、五大導師實務知識來源交互發展出國中初任導師實務知識。
　四、國中初任導師的成長因個人反思能力及行動意願呈現個殊性。
最後，根據研究結果針對國中初任導師、國中資深導師、學校及後續研究分別提出建議，以對國中初任導師有所助益。

關鍵字

國中 ； 初任導師 ； 導師實務知識 ； 敘事探究

並列摘要

This study aimed at analyzing the problems junior high school novice homeroom teachers encountered, exploring the origins of their practical knowledge and understanding their growth. The narrative inquiry approach was adopted in this study to recount two junior high school novice homeroom teachers’ stories, and four conclusions were gained as follows:
1. Junior high school novice homeroom teachers’ practical knowledge formation process was the process they obtained growth by introspection, dealing with problems, repeatedly adapting themselves when encountering problems which were different from their ideals.
2. Different problems junior high school novice homeroom teachers encountered offered them critical opportunities of forming homeroom teachers’ practical knowledge.
3. The five different origins of junior high school novice homeroom teachers’ practical knowledge interacted with each other and contributed to homeroom teachers’ practical knowledge development.
4. Junior high school novice homeroom teachers’ growth appeared individual and different because of each individual’s introspection and his will to take action.
Based on the findings of this study, suggestions for junior high school novice homeroom teachers, junior high school experienced teachers, schools, and future studies were offered in order to help junior high school novice homeroom teachers.

並列關鍵字

juniior high school ； narrative inquiry

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