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  • 學位論文

國民小學代理代課教師專業認同之研究

A Study of the Professional Identity of Elementary School Substitute Teachers.

指導教授 : 陳幸仁
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摘要


本研究主要目的為探討國民小學代理代課教師專業認同之內涵、影響因素及面臨的困境,將呈現代理代課教師之專業態度與成長、專業知能、專業價值及專業倫理,並探索代理代課教師個人特質與自我概念、個人經驗等影響專業認同之因素,以及找出可能面臨的專業認同困境。 本研究以半結構式訪談的方法,訪談四位現任之國民小學代理代課教師,得到以下結論: 一、代理代課教師專業認同之內涵 (一)專業態度與成長:對於教育工作投入、認同且有承諾,樂於提升其專業知 識與技能。 (二)專業知能:學科知識充足,班級經營建構完善,教學方法活潑創新。 (三)專業價值:教育理念的建構與實施,正向價值觀的傳遞,型塑對教育專業 之認同感。 (四)專業倫理:與同事間的倫理相知相惜,互相幫助;與學生間的倫理尊重、 關懷。 二、影響代理代課教師專業認同形成的重要因素 (一)個人特質與自我概念:了解自我個人特質,型塑自我概念,促進專業認同 之發展。 (二)個人的經驗:職前學習經驗的轉化學習,楷模經驗的見賢思齊。 (三)學習成為教師的經驗與成為教師以後的經驗:實習教師的學習經驗,進入 教學現場後透過自己體驗與他人分享而累積的教學經驗。 (四)教學實踐中的環境脈絡:學校的領導風格尊重、關懷,教學中的感受得到 學生正向的回饋,其他成人給予肯定與支持。 (五)與他人的互動 1.代理代課教師與行政人員的互動:互相協助,卻又互相遷就。 2.代理代課教師與正式教師的互動:正式教師傾囊相授,經驗的傳承。 3.代理代課教師與學生的互動:親近又有界線規範,不會太近又不會太遠。 4.代理代課教師與家長的互動:積極溝通與關懷,獲得家長的支持。 5.代理代課教師與代理代課教師的互動:互相分享經驗,培養革命情感。 三、代理代課教師專業認同之困境 (一)身份認同矛盾 (二)待遇福利之差別 (三)非專長排課和教學不連續問題 (四)他人給予的負面訊息 (五)有關代理代課教師制度之問題 (六)教師甄試考試與教職之間分身乏術

並列摘要


The purpose of this research was mainly to explore the intension, influence elements and in the face of difficult position of the professional identity of elementary school substitute teachers. The research presented the professional attitude and growth, professional ability, professional value and professional ethics of elementary school substitute teachers, and explore self-specialty and construct, self- experience etc. influence elements of professional identity of substitute teachers. The research was conducted by semi-structured interview with four elementary school substitute teachers. It proposed the following conclusions: 1. Agents substitute teachers for professional elements of awareness and feelings (1) Professional attitude and growth: Investment for education, identity and commitments, willing to enhance their professional knowledge and skills. (2) Professional ability: Adequate subject knowledge and improve classroom management construct, lively and innovative teaching methods. (3) Professional values: Construction and implementation of educational philosophy, positive values passed to shape the identity of Education. (4) Professional ethics: Ethical among colleagues and help each other; respect between students and ethical, caring. 2. The important factors that affect substitute teacher formation of professional identity. (1) Personal traits and self-concept: Personal qualities of self-understanding, shaping self-concept, to promote the development of professional identity. (2) Personal experience: Learning experience transformed learning for pre-service model to emulate the experience. (3) The experience and learning to become teachers and after become teachers’ experience: Student teachers' learning experience, teaching experience after entering the field of teaching, through his own experiences to share with others. (4) The environmental context of teaching practice: School leadership style respect, care, teaching students felt positive feedback, recognition and support given to other adult. (5) Interact with others a. Interact between substitute teachers and administrative staff : Mutual assistance, but yield to each other b. Interact between substitute teachers and official teachers : Teachers purse granted formal experience heritage c. Interact between substitute teacher and student : Close to another boundary specification, not too close and not too far away. d. Interact between substitute teachers and parents: To actively communicate with care, parental support e. Interact between substitute teachers and substitute teachers : Mutual sharing of experiences, emotions culture revolution. 3. The plight of the substitute teachers professional identity (1) Identity conflicts difference. (2) Treatment benefits. (3) Non-teaching expertise in arranging and discontinuities (4) Others give negative messages. (5) The agent system of substitute teachers. (6) Cannot be in two place at once between the teacher selection exam and teaching.

參考文獻


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許宸榕(2016)。彰雲地區國小合格代理教師壓力源與因應策略關係之研究〔碩士論文,國立中正大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0033-2110201614051590

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