女性幼兒教師應用社群媒體實踐教保專業發展之性別圖像

The Gender Configuration of Using Social Media in Educare Professional Development for Female Preschool Teachers

陳儒晰(Ru-Si Chen) ； 邱方晞(Fang-Hsi Chiu)

《中華管理發展評論》 10卷2期 (2021/12) Pp. 37-51

https://doi.org/10.6631/JCMD.202112_10(2).0003

摘要

本研究探究影響女性幼兒教師運用社群媒體解構主流性別社會文化與男性霸權中心之性別象徵，省思其參與專業學習活動的自信和實踐之性別影響因素，並探究女性幼兒教保對社群媒體與女性賦權實踐的性別省思、女性專業發展歷程之性別交會，以及融入教保專業發展的性別能動性等面向之思考。研究者立意抽樣20位女性幼兒教師進行訪談工作，各進行2至4次的訪談，每次訪談時間以1至2小時為原則，且依據研究飽和度適度調整訪談次數與時間。研究結果指出描繪女性幼兒教師應用社群媒體輔助幼兒教保活動的教學實用與專業發展圖像，批判與省思主流性別文化對社群媒體融入自我專業成長活動的性別偏見和刻板印象，突顯其應用社群媒體發展、省思與建構有意義的幼兒教保專業實踐之性別主體性和能動性。

關鍵字

女性幼兒教師 ； 性別圖像 ； 社群媒體 ； 教保專業發展

並列摘要

In this study, female preschool teachers used social media to deconstruct gender symbols from mainstream gendered culture and male hegemony. Based on the study's reflection of self-confidence and educare professional practices, and explored social media was examined for its impact on gender reflections, empowerment practices, gender intersectionality, educare professional development, and gender initiatives integrated into preschool education and professional development. In this study, the researcher purposefully interviewed 20 female preschool teachers and conducted interviews two to four times, respectably. According to the saturation of the researching data, the number and duration of interviews were appropriately adjusted according to the length of each interview. According to the results, female preschool teachers were using social media to assist educare activities in practical and professional ways. It was also imperative that they criticize and reflect on mainstream gender culture's gender bias and stereotypes on social media integrating it into their educare professional development. Social media could be used by preschool teachers to develop, reflect, and construct meaningful gender subjectivity and agency in their educare professional practice.

並列關鍵字

Female preschool teachers ； Gender configuration ； Social media ； Educare professional development