教學型升等教師專業認同之個案研究

教育部於民國102年起推動教師多元升等制度，惟選擇教學型升等的教師為數不多，為何教學本是教師的主要職責，但採教學型升等途徑的教師卻偏少，是否教師對此升等途徑存有不信任及不確定之觀感，故本研究旨在探討教學型升等教師之專業認同。爰此，採用質性個案研究方法，針對三位大學個案教師進行訪談，輔以文件分析。藉以瞭解教學型升等教師進入大學服務之背景脈絡，其升等之路如何抉擇，以及分析不同背景脈絡之教學型升等大學教師，其專業認同之形構。根據研究結果，本研究提出以下幾點結論：壹、教師分別受多元生命經驗而非單一因素影響而成為大學教師。貳、教師是否具教育專業背景、跨領域專長、國外求學經歷，以及身兼家庭責任之多寡，影響其升等難易度，亦間接影響其專業認同。參、教師於教學型升等歷程中，所經歷的各種內外在、正負面經驗，皆對建構教師專業認同圖像帶來影響。肆、教師以學生為視角，各以其不同的方式教學，建構出不同的教師專業認同圖像。基於本研究的發現與結論，文末針對大學教師、大學、學術界及未來研究者提出相關建議。

關鍵字

多元升等；教學型升等；專業認同

並列摘要

Since 2013, the Minister of Education has practiced the multi-promotion system policy. However, only a few teachers chose teaching-oriented promotion, while teaching is the main work. Are not teachers have distrust and unsureness toward this promotion approach? This study investigated teachers’ selection of teaching-oriented promotion and focused on exploring their professional identities. A qualitative case study was conducted to investigate with three teachers in the one university. Using the method of interview, supplemented by document analysis, to understand the context in which teachers entered the university system, how they chose their promotion approach and how they constructed their professional identities. According to the investigations, conclusions are as follows: 1.Multiple life experiences in different processes rather than a single factor affected individuals to become university teachers. 2.Whether teachers had an educational background, cross-disciplinary expertise, a doctorate degree abroad, and responsibility in the family, these factors influenced the difficulty of promotion, thus indirectly affecting their professional identities. 3.The experiences, whether internal or external, or positive or negative, undergone by teachers in the teaching-oriented promotion all affected the construction of teachers’ professional identity. 4.From students' perspective, teachers teaching in various ways created different images of teacher professional identity. According to the findings and conclusion of the study, suggestions are proposed to university teachers, universities, academia, and future researchers.