一位特教教師教學歷程之敘說研究

A Narrative Study of a Special Education Teacher’s Teaching Process

陳秋娥

指導教授 ： 杞昭安

國立臺灣師範大學/教育學院/特殊教育學系在職進修碩士班/碩士(2010年)

摘要

本研究採用敘說研究方法，以研究者本身為研究對象，透過自我的日記、教學輔導記錄及與家長、學生間互動的文件，從我的生命經驗敘說切入，透過經驗的敘說發展，探索及分析我的生命經歷對我教學歷程的阻力與助力；並反思我在教學歷程中的重要信念，包含教學困境與改進策略。
我從排斥成為一個特教教師到投入的歷程中，是因為生命經驗中扮演重要角色的「母親」形塑出我的人格特質、教養觀念、待人接物的態度，更是建立我潛在教育信念的重要人物。而國小四年級導師所贈與的日記本，是建立我養成寫日記，藉此自省及自我成長的重要關鍵。求學歷程中國小五年級被排擠欺負、生命經驗中與父親的相處、教學歷程中教養妹妹的經驗，以及個人內在情緒管理的失控經驗，則是教學歷程中心境轉折的重要經驗。
將每個特殊生視為具有一般生能力，故在教學輔導過程中面對讓學校師生及家長共同努力輔導卻無明顯成效的Angel，而促使我尋求特教專業成長，進而讓我在教學歷程中內外的成長與轉變。
我試圖將我的教學歷程與Gudmundsdottir（1998）所提出的教學推理歷程模式作比較，藉此呈現我在教學歷程中困境與改進策略，以呈現我在教學歷程中的重要信念。
研究進行至尾聲，針對敘說研究歷程，我亦提出個人省思及心得，希望藉此對自身更加理解與認識，將研究者歷程中的矛盾與困惑忠實傳達給讀者。

關鍵字

特殊教育教師 ； 教學歷程 ； 敘說研究

並列摘要

In this study, the narrative study method was applied. The research subject was the researcher myself. The narration began with my life experiences via my own diary, teaching guidance records, and the documents from the interactions between parents and students. Through the development of the narration of my experiences, this study explored the positive and negative influences of my life experiences on my teaching process. Also, the important faith in my teaching process was introspected, with the difficulties encountered while teaching and the strategies to make improvements.
In the process from resisting being a special education teacher to actually becoming one, my “mother” had played an important role in my life experiences for my mother is the key to the formation of my personality, concepts of manners, and attitude toward people. She had also contributed a lot to help construct my latent faith in education. The diary book given to me by my fourth-grade teacher was the key factor of me starting to write diaries, which had helped with my self-examination and self-growth. The experiences which are important to the attitude changes in my teaching process include being edged out during my fifth year in the elementary school, getting along with my father, teaching my younger sister, my internal emotion management, and losing control.
All special students are considered as having the abilities which general students have. Therefore, in the process of teaching guidance, facing the problem that all the efforts the school teachers and the parents had put in could not significantly help one of my students, Angel, led me to turn to the profession of special education to learn more, resulting in my growth and change inside and outside my teaching process.
I tried to compare my teaching process with the teaching inference process model proposed by Gudmundsdottir (1998), in order to highlight the difficulties I had encountered in my teaching process and the strategies to make improvements, and therefore to reveal the important faith in my teaching process.
By the end of the study, I also proposed my personal introspection and heart-searching for the narrative research process, in hopes of getting to know myself more, so that the contradictions and confusion in the researcher’s process can be presented to readers truthfully.

並列關鍵字

special education teacher ； teaching process ； narrative study

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