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題名：教育改革對教師專業認同之影響：五位國中資深教師的探索性研究
書刊名：師大學報. 教育類
作者：楊巧玲 引用關係
作者(外文)：Yang, Chiao-ling
出版日期：2008
卷期：53:1
頁次：頁25-54
主題關鍵詞：教育改革；教師專業；專業認同；國中教師；Educational reform；Teachers' profession；Professional identity；Junior high school teachers
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(2) 博士論文(7) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:290
  • 點閱點閱:117
教育改革頻仍，教師專業自主、專業成長常被倡議、強調，但是教師在教育改革中如何重新認識自己的專業，卻極少受到關注。本研究旨在探究教育改革如何影響教師的專業認同，透過五位年資十年以上的國中教師的言說，本文發現隨著教育改革對教師專業的持續重行定義，包括工作內容、形式與對象，教師的專業認同不斷形塑、解構、重建，這與多數學者對認同所持的看法一致，亦即認同不再只是個體的內在特質，而是個體在社會情境中持續建構的過程，值得注意的是，認同除了具流動性、矛盾性，也具一致性，已有學者指出人們終其一生都在為個人特質的持續性而努力，教師的專業認同亦然。根據研究結果，本文針對研究主題與方法進行討論，針對教育實務與研究提出建議。
New educational reform initiatives emerge very often. While the professional autonomy and development of teachers are advocated and emphasized, the question of how teachers understand their profession has rarely been raised. This study aims to inquire into how educational reform influences teachers’ professional identities. Based on talks with five junior high school teachers with 10 or more years of service, this study found that teachers constantly shape, deconstruct and reconstruct their professional identities in part because educational reforms repeatedly redefine the teaching profession, including its content, form and “audience.” This finding concurs with the contemporary view of identity, which sees identity as not a combination of individual characteristics but as an on-going process of social construction. It is noteworthy, however, that identity has consistency in addition to mobility, complexity and even self-contradictoriness. Many researchers have pointed out that people strive throughout their life for consistent characters, and teachers prove to be no exception. Based on the research results, the author further discusses the subjects and the method ology of this study, and makes some suggestions for the improvement of educational practice and for future research.
期刊論文
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12.歐用生(19960300)。教育改革的希望在教師。桃縣文教，1，19-21。  延伸查詢new window
13.Sachs, Judyth(2001)。Teacher professional identity: Competing discourses, competing outcomes。Journal of Education Policy，16(2)，149-161。  new window
14.Jurasaite-Harbison, E.(2005)。Reconstructing teachers' professional identity in a research discourse: A professional development opportunity in an informal setting。TRAMES，9(2)，159-176。  new window
15.余安邦(19990400)。九年一貫課程真的是以孩子為中心嗎﹖。教育資料文摘，43(4)=255，74-79。  延伸查詢new window
16.林清江(19990200)。與教師一起進行教育改革。中等教育，50(1)，10-11。new window  延伸查詢new window
17.吳清山(20061200)。臺灣教育改革的檢討與策進：1994-2006年。教育資料集刊，32，1-21。new window  延伸查詢new window
18.Geijsel, F.、Meijers, F.(2005)。Identity learning: The core process of educational change。Educational Studies，31(4)，419-430。  new window
19.張芳全(20060200)。一九九四年以降之臺灣教育改革分析。教育資料與研究，68，221-240。new window  延伸查詢new window
20.饒見維(20010800)。九年一貫課程與教師專業角色的省思。教師天地，113，7-13。  延伸查詢new window
21.Coldron, J.、Smith, R.(1999)。Active location in teachers' construction of their professional identities。Journal of Curriculum Studies，31(6)，711-726。  new window
22.Woods, P.(1990)。Cold eyes and warm hearts: Changing perspectives on teachers' work and careers。British Journal of Sociology of Education，11(1)，101-117。  new window
23.Flores, M. A.、Day, C.(2006)。Contexts which shape and reshape new teachers' identities: A multi-perspective study。Teaching and Teacher Education，22(2)，219-232。  new window
24.張盈堃、陳慧璇(20040300)。矛盾：基層教師生活世界的宰制與抗拒。應用心理研究，21，35-62。new window  延伸查詢new window
25.周鳳美、宋佩芬(20050600)。實習教師建構教師專業認同之研究。新竹師院學報，20，1-26。new window  延伸查詢new window
26.戴文青(20051000)。從深層結構論臺灣幼兒園教師專業認同轉化的可能性。南大學報. 教育類，39(2)，19-42。new window  延伸查詢new window
27.Maclure, M.(1993)。Arguing for Your Self: Identity as an Organising Principle in Teachers' Jobs and Lives。British Educational Research Journal，19(4)，311-322。  new window
28.馮朝霖(20020300)。自我賦權、公民社會與教育改革--臺灣近十年教育改革的理論與反思。亞洲研究，42，53-74。new window  延伸查詢new window
29.Gee, James Paul(2000)。Identity as An analytic Lens for Research in Education。Review of Research in Education，25(1)，99-125。  new window
30.Tellis, W.(1997)。Introduction to case study。The Qualitative Report，3(2)。  new window
31.Webb, R.、Vulliamy, G.(1999)。Changing Times, Changing Demands: A Comparative Analysis of Classroom Practice in Primary Schools in England and Finland。Research Papers in Education，14(3)，229-255。  new window
32.Zeichner, K. M.(1991)。Contradictions and Tensions in the Professionalization of Teaching and the Democratization of Schools。Teachers College Record，92(3)，363-379。  new window
33.Acker, S.(1996)。Gender and Teachers' Work。Review of Research in Education，21，99-162。  new window
34.Fitz, J.(2003)。The Politics of Accountability: A Perspective from England and Wales。Peabody Journal of Education，78(4)，230-241。  new window
35.Crowson, R. L.(2003)。The Turbulent Policy Environment in Education: Implications for School Administration and Accountability。Peabody Journal of Education，78(4)，29-43。  new window
36.Locke, T.(2004)。Someone Else's Game: Constructing the English Teaching Professional in New Zealand。Teaching and Teacher Education，20，17-29。  new window
37.Van Veen, K.、Sleegers, P.、Van De Ven, P. H.(2005)。One Teacher's Identity, Emotions, and Commitment to Change: A Case Study into the Cognitive-affective Processes of a Secondary School Teacher in the Context of Reforms。Teaching and Teacher Education，21，917-934。  new window
38.陳琦媛(2005)。教師面對教育改革態度之研究。學校行政，38，106-118。  延伸查詢new window
39.余安邦、凌俊嫻(1997)。真的是以孩童為中心嗎？開放教育的盲點與迷失。教師天地，91，32-41。  延伸查詢new window
40.范熾文(2006)。從教育改革談教師的專業倫理與承諾。師友月刊，469，1-4。  延伸查詢new window
41.曾志朗(2001)。教師的專業成長與新使命：別觀望別猶豫全心投入做個有使命的教改人。主計月刊，551，6-13。  延伸查詢new window
42.Rex, L. A.、Nelson, M. C.(2004)。How Teachers' Professional Identities Position High-stakes Test Preparation in Their Classrooms。Teachers College Record，106(6)，1288-1331。  new window
43.Drake, C.、Spillane, J. P.、Huffered-Ackles, K.(2001)。Storied Identities: Teacher Learning and Subject-matter Context。Journal of Curriculum Studies，33(1)，1-23。  new window
44.Van Veen, K.、Sleegers, P.(2006)。How Does It Feel? Teachers' Emotions in a Context of Change。Journal of Curriculum Studies，38(1)，85-111。  new window
45.Hargreaves, A.、Dawe, R.(1990)。Paths of Professional Development: Contrived Collegiality, Collaborative Culture and the Case of Peer Coaching。Teaching and Teacher Education，6(3)，227-241。  new window
46.Britzman, D. P.(1992)。The Terrible Problem of Knowing Thyself: Toward a Poststructural Account of Teacher Identity。Journal of Curriculum Theorizing，9(3)，23-46。  new window
47.Enyedy, N.、Goldberg, J.、Welsh, K. M.(2006)。Complex Dilemmas of Identity and Practice。Science Education，90(1)，68-93。  new window
研究報告
1.陳麗珠(2004)。國民中小學教師合理授課節數與員額編制之研究。高雄。new window  延伸查詢new window
學位論文
1.邱義烜(2002)。國民小學教師知覺九年一貫課程實施工作壓力與因應策略之研究(碩士論文)。臺中師範學院。  延伸查詢new window
2.蔡孟珍(2001)。國民小學教師參與試辦九年一貫課程之工作壓力與因應策略研究(碩士論文)。國立高雄師範大學，高雄市。  延伸查詢new window
3.王念騏(2002)。國民小學教師參與九年一貫課程試辦之工作壓力研究(碩士論文)。國立臺南大學。  延伸查詢new window
4.張淑雲(2002)。國小教師面對九年一貫課程工作壓力、因應策略與專業成長需求之研究(碩士論文)。國立臺南大學。  延伸查詢new window
5.蔡純姿(1998)。國民小學教師覺知教育改革之工作壓力因應策略研究(碩士論文)。國立高雄師範大學，高雄市。  延伸查詢new window
6.林家任(2003)。九年一貫課程實施後國民小學教師的工作壓力與因應策略之相關研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
7.曾吉雄(1999)。國小教師參與開放教師之工作壓力及其因應策略研究，0。  延伸查詢new window
8.蔡世雄(2002)。國中自然與生活科技領域教師教學困擾與因應策略調查研究，0。  延伸查詢new window
9.朱永馨(2001)。國民小學一年級教師對九年一貫課程工作壓力之研究，0。  延伸查詢new window
10.陳文琪(2002)。國民中學自然與生活科技領域教師教學困擾及其解決途徑之研究，0。  延伸查詢new window
圖書
1.Sikes, P. J.、Measor, L.、Woods, P.(1985)。Teacher Careers: Crises and Continuities。London, UK：Falmer Press。  new window
2.Carspecken, Phil Francis(1996)。Critical ethnography in educational research: A theoretical and practical guide。Routledge。  new window
3.Stake, R. E.(1995)。The Art of Case Research。Thousand Oaks, California：Sage Publications。  new window
4.Feagin, Joe、Orum, Anthony M.、Sjoberg, Gideon(1991)。A Case for Case Study。Chapel Hill, N.C.：University of North Carolina Press。  new window
5.黃光國(2003)。教改錯在哪裡？我的陽謀。臺北市：INK印刻。  延伸查詢new window
6.Yin, R. K.(1989)。Case Study Research--Design and Method。Newburry Park, Calif：Sage Publications。  new window
7.薛承泰(2003)。十年教改為誰築夢。臺北：心理。  延伸查詢new window
8.Hargreaves, A.(1994)。Changing teachers, changing times: Teachers' work and culture in the postmodern age。New York：Columbia University, Teachers College Press。  new window
9.Miles, Matthew B.、Huberman, A. Michael、Newman, G.(1994)。Qualitative data analysis: an expanded sourcebook。Sage Publications。  new window
10.行政院教育改革審議委員會(1996)。教育改革總諮議報告書。台北：行政院教育改革審議委員會。  延伸查詢new window
11.周祝瑛(20030000)。誰捉弄了臺灣教改？。臺北：心理。new window  延伸查詢new window
12.Glesne, Corrine、莊明貞、陳怡如(2005)。質性研究導論。臺北市：高等教育。  延伸查詢new window
13.Miller, William L.、Crabtree, Benjamin F.(1999)。Doing Qualitative Research。Sage Publications。  new window
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其他
1.教育部(2003)。全國教育發展會議，http://www.edu. tw/secretary/2003/discuss/1102.htm。  延伸查詢new window
圖書論文
1.Hargreaves, A.、Goodson, I. F.(1996)。Teacher's Professional Lives: Aspirations and Actualities。Teacher's Professional Lives。London：Falmer Press。  new window
2.Fullan, M. G.(1998)。The meaning of educational change: A quarter of a century of learning。International handbook of educational change。London。  new window
3.Hargreaves, D. H.(1980)。The occupational culture of teachers。Teacher strategies: Explorations in the sociology of the school。London：Croom Helm。  new window
4.陳伯璋(2001)。學校本位課程發展與行動研究。行動研究與課程教學革新。臺北：揚智文化。  延伸查詢new window
5.Weber, S.、Mitchell, C.(1996)。Using drawings to interrogate professional identity and the popular culture of teaching。Teachers' professional lives。London：Falmer。  new window
 
 
 
 
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