跨域:大專護理教師自我認同的生命經驗敘說

Border Crossing: Self-Identity of College Nursing Teachers from their Life Experience Narrative

洪慧真(Hui-Chen Hung)

指導教授 ： 洪志成

國立中正大學/教育學院/課程研究所/博士(2014年)

摘要

本研究起於我對自己身份的矛盾，納入相似處境之大專護理教師，旨在探尋大專護理教師因「跨域」而造就的自我認同問題；採共同敘說方式，參與者以效標取樣，包含我和另外四位具有跨域背景的大專護理教師，共五位參與研究；所蒐集的研究資料包括：研究參與者所說的故事、訪談資料、研究者反思札記、電子郵件、課程發展會議紀錄等，研究參與者花費4-7小時不等的時間敘說故事及接受訪談；資料的分析則以Lieblich, Tuval-Mashiach 與 Zilber (1988)的「整體-內容」分析方法，並以質性研究的「交互效度」與「轉化效度」做為本研究有效性之證明。
透過閱讀-詮釋-理解過程，最後獲得的結果與建議包含如下：
1. 學校的排課制度及選課規則讓跨域的大專護理教師貼上標籤，感受自己不被尊重、自己的護理專業不被信任與認同。
2. 在重視學科專門性的高等教育文化中，碩博士非主修護理的教師易成為「邊緣」，成為「他者」，為大專護理教師的自我認同帶來矛盾與衝突。
3. 大專護理教師的跨域不受認可，可能與權力關係和社會控制有關、也與護理專業發展的歷史脈絡有關。
4. 大專護理教師「跨域」在教學上的改變包含：主修「教育類科」的教師應用多元教學策略精進教學方法；主修「非教育類」教師應用跨領域所學擴展教學內容。
5. 大專護理教師必須搓揉混雜性，游移於學科與學科之間、理論與實務之間、過去、現在與未來之間、教科書與生活之間、顯在課程與潛在課程之間。
6. 「跨域」有助於大專護理教師像哲學家，在黑暗中摸索，尋求對自我的醒覺；像藝術家脫去固著與僵化，從師生互動關係間尋求護理的美感。
7. 跨域的「混雜」成就大專護理教師既是「人師」也是「經師」；跨域的大專護理教師既是「護理師」、也是「教師」，還有更多更多…
8. 跨域不只是學科之間的相互借用，也是教師的意識醒覺，跨域讓教師進入「無皮」的狀態、一種類似「第三空間」的狀態，讓教師能重獲植皮的可能。
9. 尋求以跨域作為教師發展的教師，應從建立教師的主體性、覺醒主體自我的需求開始；慎思「何時跨?」與「跨什麼?」的議題，邁向有所本的跨域。
10. 學校文化對於大專護理教師的意識形態，應突破「純護理與非護理」的二元價值觀，認同差異的融入有益於創造更真更美的護理文化。
11. 邊緣帶來矛盾、激起探尋自我的旅程，讓跨域者看見現行體制仍有重新省思的空間，如何不讓階層與權力造就對自我主體的壓迫，跨域是一種可能。

本研究提供有意跨域者理解可能面對的挑戰；提供學校、護理教育單位及主管慎思對「跨域」意識形態的作用；提供教師發展單位思索，對於單一專長和兩種專長的教師專業成長，如何的支持與協助較為適當，以確保教師發揮其專長，促進學生學習之結果；對於已跨域者，雖然成為邊緣，但邊緣的視角讓我們「找到自己」，「肯定自己」並「活出自己」。

關鍵字

大專護理教師 ； 自我認同 ； 跨域 ； 生命經驗敘說

並列摘要

This study is based on contradictions about my teacher role, then invited another four teachers participated in this study. The aim of the study was to explore teachers’ self-identity problems that caused from crossing border to learn another discipline. Applying Group Narrative, including me, totally five college nursing teachers were recruited by theoretical sampling. Stories from participants, interviewing records, e-mail from colleagues, curriculum discussion records, and my reflective journals were collected and analyzed with holistic-content method from Lieblich, Tuval-Mashiach & Zilber (1988). The trustworthiness of this study was built by transactional validity and transformational validity.
Through read- interpreted-understanding process, we find the results and suggestions as follow：
1. College nursing teachers who learned another disciplines felt disrespect, distrust and could not recognized form the discipline arrangement systems and rules in school.
2. Higher Education focus on the specification, that why the participants recognized that college nursing teacher must graduate from nursing Master or PHD degree, or teacher will become “border” and “Others”. Border role brought self-identity contradictions to teachers.
3. College nursing teacher who were crossed border could not be recognized, that could be related to power of knowledge and to social control, also could be related to the historical contexts of nursing professional development.
4. After crossing border, nursing teacher changed their teaching, someone who learned educational disciplines would applied multiple teaching strategies enhanced teaching practice, someone who learned another disciplines would extend their teaching content.
5. College nursing teachers would be better to mix “métissage”, cross border in-and between disciplines, theories and practice, past-now and future, text book and life, present and hidden curriculum.
6. Crossing border would be good for college nursing teacher to be a philosopher who searches for the self-awareness in the dark, and an artist who release persistence and rigidness, searching for nursing esthetics within teachers and nursing students.
7. Mixed “Métissage” from border crossing would help nursing teacher to become a teacher of classics and a teacher of man. College nursing teacher who crossing borders would benefit them to become not only “a registered nurse” but also “a teacher”, and more…
8. Border crossing is not just inter-referenced within disciplines, but also consciousness awareness of nursing teachers. Crossing border help nursing teacher become “unskinning”, like entering “a third place” where teachers can reskinning.
9. Border crossing could be a teacher development, nursing teachers should construct their subjectiveness, aware their needs, and consider issues about “when” and “what” to cross, toward objective-directed border crossing.
10. The ideology of college nursing teacher from school culture would break through dualism in mono-degree and mixed degree. When we recognize that difference merged with nursing profession would bring a more genuine and beautiful nursing culture.
11. Because of contradictions from border, border crossers aroused themselves to exploring self and seeing present system or rules need revised in school. In order to release subjects from stratification and power oppress,“border crossing” would be a possibility.

This study could be a reference for someone to know the challenges, when they made plan to cross border. To school, nursing education organization and a nursing director, have to consider en effect of border-crossing ideology. For faculty development centers, should think of what kind of support that teachers need when they have one profession or two mixed profession. For someone who already a border crosser, although becoming border, border vision make us find, recognize ourselves, and to be ourselves.

並列關鍵字

college nursing teacher ； self-identity ； border crossing ； life experience narrative

參考文獻

李光榮（2008）。解析Antonio Gramsci 的學校教育觀點-一種建立勞動階級霸權的學校教育。國立台南大學教育研究學報，42（1），1-16。

紐則誠（2004）。護理生命教育-關懷取向。台北：揚智文化。

邱憶惠、高忠增（2009）。成為一位幼教教師：教師認同之敘說探究。台南科大學報，28，155-176。

洪淑君（2010）。探究護理教師的資訊科技融入教學之經驗。護理暨健康照護研究，6（2），89-98。

辛幸珍（2010）。以問題導向學習（PBL）整合跨領域學習於通識「生命與倫理」課程之教學成效。通識教育學刊，6，89-107。