疫情期間國小教師與家長之情緒地理探究

本研究旨在探討疫情期間的教育現場，教師與家長因產生不同的情緒、感受，進而影響雙方的互動模式。透過質性的研究設計，以北部一所國小做為研究場域，藉由立意取樣六位研究參與者（三位教師、三位家長），蒐集在疫情期間教師與家長互動過程的資料，運用Hargreaves於2001年提出「情緒地理」之架構加以分析，整理歸納出教師與家長互動的情緒感受，提出研究結論與建議，以供未來實務與研究之參考。本研究之結論如下：一、在教師與家長互動之下，不同的家庭型態，形成疏遠的社會文化距離；相似的文化背景，形成親近的社會文化距離。二、在教師與家長互動之下，教育目的及理念達成一致，形成親近的道德距離；教育目的及理念產生出入，形成疏遠的道德距離。三、在教師與家長互動之下，教學專業的肯定及自主，形成親近的專業距離。四、在教師與家長互動之下，權力互動並未形成親近或疏遠的政治距離。五、在教師與家長互動之下，溝通的頻率增加、媒介多樣化，形成親近的物理距離。關鍵字：疫情、情緒地理、親師互動

關鍵字

疫情；情緒地理；親師互動

並列摘要

This study investigates different emotions and feelings of teachers and parents in the educational sites during the COVID-19 pandemic, which also affects their interaction patterns. Through qualitative research, a primary school in the Northern part of Taiwan was selected as the research site. By purposive sampling of six participants (three teachers and three parents), data on teacher-parent interactions during the outbreak of COVID-19 were collected. Using the framework of "emotional geography" proposed by Hargreaves in 2001, this study summarized the emotion and feeling of teacher-parent interactions. The researcher also proposed conclusions and recommendations for future practice and research. The results show: 1. Under social and cultural differences, family type and ethnicity lead to close or distant social and cultural distance between teachers and parents. 2. Under teacher-parent interactions, the difference in educational purpose and educational philosophy leads to close or distant moral distance. 3. Under teacher-parent interactions, a close professional distance is formed through the affirmation and autonomy of the teaching profession. 4. Under teacher-parent interactions, power interaction did not create close or distant political distance. 5. Frequency, medium, and depth of teacher-parent interactions lead to a close physical distance. Keywords: Pandemic, Emotional Geography, Teacher-parent Interaction