「我形 我塑」-教師專業認同之敘說探究

I shape I mold : A narrative inquiry of teachers’ professional identity

楊麗芬(Li-Fen Yang)

指導教授 ： 顏淑惠

國立臺北藝術大學/文化資源學院學術論文/藝術與人文教育研究所/碩士(2012年)

https://doi.org/10.6835/TNUA.2012.00119

摘要

本研究是一篇採用生命史敘說的方式，從事自我探究的論文，透過敘說我自己的生命經驗故事，去探索自我認同形成的歷程。故事敘說自己從小學時害怕一位有嚴重種族歧視的客家籍班導師開始，長大後排斥當老師，因緣際會進入人本教育基金會見習「什麼是好老師」，為了驗證理論進入體制內，在偏鄉擔任起國中美術代課教師，期間遇見一位師範體系的客家籍男教師，在客家老師的激勵輔導下考上國中正式教師，到最後期望自己能透過不斷的進修與教師專業成長，形塑自己成為一位具有成長潛能及擁有多方位專長的專業教師的歷程。
根據近來教師專業發展的研究指出，教師專業發展的概念必須重構 ( Goodson & Walker, 1991），過去視教師為實務（teacher as practice），現在要視教師為一個「人」（teacher as person）。也就是從「教師作為一個人」的觀點出發，不再將教師視為一個集合體，而是以教師為一個獨特的個體，有其生命經驗，有其自我認同，有其對教育、教學的概念與價值體系。於是乎教師的「聲音」和生活開始受到重視及關注，並強調教師專業認同（周淑卿，2004；張純子，2009；Evron, 2004；Goodson, 2000；Hargreaves & Goodson, 1996；Nias, 1989）。因此，研究者選擇以生命史敘說的方式對自我進行反思與探索，來理解教師專業認同形成之歷程及原因。
成為一位教師是一場永無止息的學習及不斷反思自我的歷程，在強調「教學反省」的知識取向裡，教師的向內（inward）轉變及發展，具有深刻的自主性意義。希冀透過論文書寫過程及探索回溯自我的生命經驗中，反思自己的價值觀、教學信念、態度，重組自我認同、建構自己身為教師的意義。

關鍵字

教師專業認同 ； 生命史敘說

並列摘要

This study uses author's (Ms. Yang) personal life history and narrative as research methods. This is a self-exploring thesis. Through narrator, Ms. Yang's own stories and her own life experiences, she began the process of remodeling her own self-identity. The story started her own fear toward her racist red-neck Hakkanese homeroom when she was in elementary school. Naturally, with these negative experiences, as she grew up, Ms. Yang didn't consider being a teacher as a profession much. However, life does have its humor, Ms. Yang at her early twenties, she had a chance to work for The Humanistic Education Foundation (人本教育基金會)where she witnessed for the first time, what it meant and took to be an effective teacher. These experiences completed changed her ideas toward what she thought as a teacher. In order to put what she had learned as theory into practice, Ms. Yang chose to go into the 'system'. She started as a junior- high school Fine Arts substitute teacher at a remote village. During these years, she met a Hakkanese and well-trained normal-college graduated male teacher. This Hakkanese teacher encouraged Ms. Yang to go further study and make herself a qualified teacher. This journey didn't stop, deeply- inspired, Ms. Yang wanted to see herself grow. Through endless further study and teacher professional formation, she became who she is today, Ms.Yang aspires herself to develops even more potentials and to become a multi-professional teacher.
According to recent studies on teacher professional development, the concept of teacher professional development has to be reconstructed (Goodson & Walker, 1991). In the past, teacher was a profession (teacher as practice). Now we tend to regard a teacher as a person. Which means, we need to start regarding teachers as persons, not as a collective, nor as a group of people but as unique individuals who have their own lives experiences, their own selves-identities, and who have their own point of views toward education, teaching and their own system of values. Due to all these, teachers 'voices' and their own lives starts to be heard and cared; at the same time, teacher professional identity has been stressed on (Shu-Ching Zhou, 2004; Chun-Zi Chang, 2009; Evron, 2004; Goodson, 2000; Hargreaves & Goodson, 1996; Nias, 1980) . Therefore, Ms. Yang chooses to use life history to work on self -reflection and self-discovery, to understand the remodeling process of teachers professional identity and its reasons.
Becoming a teacher is a journey of continuous learning and ever-lasting self reflecting which emphasis on the idea of 'teaching reflection'. Teachers personal 'inward' transformation and development make teachers as individuals even more meaningful. Ms. Yang, hopes during the process of her own thesis writing and self-search of her own life experiences, she also reflects on her own personal values, teaching philosophy, attitude, and reconstructing self-identity to rebuild what it means to be a teacher.

並列關鍵字

teacher professional identity ； life history

參考文獻

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( Narrative analysis )。台北市：五南。