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題名:一位跨域教師邁向專業認同歷程的自我敘事探究
作者:林孟萱
作者(外文):LIN, MENG-HSUAN
校院名稱:國立臺中教育大學
系所名稱:教育學系
指導教授:游自達
學位類別:博士
出版日期:2022
主題關鍵詞:跨域教師專業認同自我敘事探究cross-domain teacherprofessional identificationself-narrative inquiry
原始連結:連回原系統網址new window
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本自我敘事探究,旨在探索我自己,一位具有英語與化學教師證的跨域教師,邁向教師專業認同的歷程。從事中學教育生涯的二十多年裡,從一名初任教師開始,我就受到了教學過程中,不同關鍵事件的影響,這些事件促使我轉變和重建了我的教師專業認同。
基於自我敘事探究之需,我重訪了我二十多年的教學生涯。教學生涯中不同的檔案和資料,包括我的課程計劃、教學檔案、信件、學生感恩卡、師生互動對話等,透過內省,進一步檢視我的教學經歷。自我敘事探究,個人教學生涯中,不同時間點的關鍵事件,我比較並理解對於教師專業認同的詮釋。這幫助我意識到影響自己從教師身分,到教師專業認同的因素,以及教師專業認同圖像變遷的脈絡。
除了自我療癒,自我敘事探究充滿了投入其中之後的體認與詮釋。從敘述教師專業認同的關鍵經驗,到賦予它們意義的過程中,我體認到教師專業認同的定義,除了學理上的定義,還需要透過教學實踐的歷程,重新詮釋教師專業認同的個人定義。
我的教師專業認同歷程包括:教師專業認同的覺醒與塑造、教師專業認同妥協與轉化、教師專業認同的實踐與深化。透過經歷教師專業成長,與教師專業認同的共構關係,我逐漸成為一名滿足中學教育需求的教師。近幾年,因應十二年國教的跨領域素養導向的教育精神,我,這位跨域教師,更加肯定自我在教育界的重要價值與新定位。
This self-narrative inquiry aimed to explore the process of teachers’ professional identification of myself, a cross-domain teacher, with English and Chemistry teacher qualifications. During more than two decades of engaging in secondary education career, from a beginning teacher, I was impacted by different key events in the teaching process which led me to transform and reconstruct my teacher professional identification.
Based on the need for self-narrative inquiry, I revisited my teaching career in more than two decades. Different documents and data in my teaching career, including my lesson plans, teaching files, letters, students gratitude cards, interactive dialogues between teachers and students were collected and further examined through self-introspection to reflect on my teaching experiences. I compared and understood the interpretation of teachers’ professional identification through self-narrating key events from different time points in the course of personal teaching career. This helped me realize the factors that affect my own professional identity towards teachers’ professional identification and the context of teachers’ professional identification images changes.
In addition to healing myself, this self-narrative inquiry was full of recognition and interpretation after engaging in it. From the process of narrating key experiences of teachers’ professional identification to giving meaning to them, I recognized the definition of teachers’ professional identification. Aside from the theoretical definition, there was also a need to reinterpret the personal definition of teachers’ professional identification through the process of teaching practice.
The process of my teaching professional identification include: the awakening and shaping, compromising and transforming, practicing and deepening of the teachers’ professional identification. Through the experience of teachers’ professional growth and the co-constructive relationship with teachers’ professional identification, I had gradually become a teacher who met the needs of the secondary education scene. In recent years, in response to the cross-field literacy-oriented educational spirit of the twelve years of compulsory education, I, the cross-domain teacher, had more affirmed my own important value and new positioning in the field of education.
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