摘 要 本研究採用敘事探究的取徑,敘說國中基層教師的教育實踐故事,探究其教師角色的形塑與轉化歷程。再者,探索教師在專業理想與現實處境之間的衝突情形,以及如何經由教師社群的相互敘說與支持,提升自我的反思能力,進一步開展教育行動策略。 本研究透過相互敘說,瞭解形成教師的過程與影響教師角色轉折的因素。邀請四位教師社群中的教師,針對影響教師角色認同較深遠的關鍵事件進行相互敘說,同時穿越時空,探索現實脈絡下的教師角色。 教師角色認同是一個連續的歷程。在過程當中,教師所遭遇到的關鍵事件以及教師社群的互動都會影響教師的所作所為。教師的角色形塑由其學習經驗開啟,歷經師資培育過程,再到實習老師,然後成為正式教師,每個階段都會轉化教師角色認同。我藉由與教師社群的相互敘說,回顧、沈澱與反思,重新理解教育現實與理想拉鋸事件在當時或在教育路上對於教師角色的影響,也釐清現實與理想之間的拉鋸力量與自己的教育專業行動如何獲得教育理論及教師社群的支持而開展。由探究發現教師角色認同在變與不變之間穿梭、擺盪,逐漸釐清與確知自己的教師角色認同,持續往教師專業的路上邁進。在蓄積教師動能之後,自己更清楚如何將教師專業理論轉化為實際行動,也更認同教師角色,最後提出個人建議,希冀在教育這條路上能提供教師支持的動力。 關鍵詞:教師角色認同、敘事探究、教師社群
This study adopted the narrative inquiry approach and recounted teachers’ stories. The purpose of this study was to explore the transformation of the teachers’ role identity, to understand the struggle between the education ideal and reality, and to analyze how I enhanced self reflections through the interactive narrative inquiry with the teacher community and how they supported me in teaching praxis. The study explored the teachers’ role identity through the interactive narrative inquiry. I invited four members of the teacher community to undertake the interactive narrative inquiry. We focused on the topic of the things which happened in my teaching life and had huge influence. And we also described them under the reality in order to under the teachers’ role identity. Teachers’ role identity is a continuous process. In the process, what the teacher encounters and the interaction with the teacher community influenced the teacher’s behavior. The role identity of teachers begins from their learning experience, teacher cultivation, trainee teacher, to formal teachers. Each stage has its influential factors and interacts the teachers’ role identity. The teachers’ role identity lingered between the changed and unchanged teaching principles and situations. Through the interactive narrative inquiry with the teacher community, I re-conceptualized the meaning of the difficult situation I encountered in my teaching career. The reflection strengthened my identity of teacher role, empowered me to transfer the education theory into practice.