一位偏鄉教師的社會化歷程探究

偏鄉教師社會化是一連串的動態學習歷程，關注教師面對偏鄉工作與生活時，如何調整個人內在因素與外在影響，習得哪些知識與技能，以及身分認同的建立與轉變。本研究旨在瞭解偏鄉教師社會化歷程，包含偏鄉教師遭遇的關鍵事件、適應策略，以及身分認同。本研究以一位接受公費師資分發至新竹縣山區國小的女性教師為研究對象，個案任教於教育部《偏遠地區學校分級及認定標準》核定中「極度偏遠」的學校。本研究以深度訪談蒐集資料，並依據研究對象社會化歷程分為「現實衝擊中的過客」、「從過客到家人」、「任重而道遠」三階段，探討各階段關鍵事件帶來的影響，以及偏鄉教師因應影響而發展的適應策略及身分認同轉變。本研究發現：偏鄉教師社會化歷程中關鍵事件主要為：現實的衝擊、融入當地的契機，以及工作的磨練；而學習與適應策略分成消極負面與積極正向兩種類型；且身分認同隨各階段情境改變而產生調整。最後，本研究結論為以下四點：一、關鍵事件對社會化歷程的影響至關重要；二、同儕是帶領偏鄉教師積極適應的重要他人；三、適應策略由消極漸趨積極而至彈性運用；四、偏鄉教師的身分認同由過客成為家人是克服文化落差的適應歷程。

關鍵字

偏鄉教師；教師社會化；教師身分認同

並列摘要

The socialization of rural teachers is a series of dynamic learning processes, focusing on how teachers adjust personal internal and external factors, what knowledge and skills they acquire, the establishment and transformation of self identity while facing work – life balance in rural areas. This study aims to understand the socialization process of the rural teacher, including the key events, adaptation strategies and self identity of the rural teacher. This study focuses on a female teacher who distributed to an elementary school in the mountainous area of Hsinchu County as a state financed teacher. The case has worked in an "extremely remote" school approved by the Ministry of Education's "Classification and Accreditation Standards for Schools in Remote Areas". This research uses in-depth interviews to collect data, and divides it into three stages: "Passenger in Reality Impact", "From Passer to Family", and "Take a Long Way" based on the socialization of the research object to discuss the influences of key events at each stage, and the transformation due to the developmental influences of adaptation strategies and self identity changes on rural teachers. This study found that the key events in the socialization of rural teachers are mainly: the impact of reality, the opportunity to integrate into the local area, and the training of work; the learning and adaptation strategies are divided into two types - negative and positive; and self identity. As the situation changes at each stage, there will be adjustments. Finally, the conclusions of this research are the following four points. First, the impact of key events on the socialization is crucial. Second, peers who are important others lead the rural teachers to adapt actively. Third, adaptation strategies change from passive to active to flexible utilization. Fourth, the self identity of a remote teacher from a passer to a local family member is an adaptation process to overcome the cultural gap.