摘要 本 研 究 旨 在 探 究 在 弱 勢 者 教 育 改 革 政 策 下，偏鄉教師建構自我專 業認同的歷程、影響因素和困境。為達上述研究目的，本研究採敘事 探究取向，訪談兩位偏鄉教師，經由對教師訪談文本的分析發現，在 弱勢者教育改革下，偏鄉教師專業認同的過程並非朝線性發展，其會 受到來自學校或社區生態，以及教師個人過去經驗的影響；其次，偏 鄉教師專業認同的形塑過程是充滿複雜性與矛盾性；最後，偏鄉教師 在實踐其專業認同時會呈現能力不足之處。根據上述研究結果，本研 究再針對和弱勢者教育改革與教師專業認同有關的議題進行探入探 討，並進一步提出包括政策制定、師資培育、教師專業認同及後續研 究等方面的建議。

Abstract The study aimed to discuss the process, the factors and the dilemmas for the teachers from the remote areas to construct self professional identities under the educational reform policy for the disadvantaged. In order to reach the purposes above, the study used narrative inquiry to interview two teachers who were from the remote areas. Through the analysis of the related datum, the study pointed out that under the educational reform policy for the disadvantaged, the remote teachers’ professional identities were not linear development. Further, the main influences included school or community environment and teacher’s personal past experiences. Finally, the processes of the professional identities construction was not only complex and conflict, but also showed the weaken ability of the teachers to practice professional identities. Based on the result of the study above, the study provided some suggestions for teacher education, policy making and future research.