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題名:幼教工作者專業認同歷程之研究
作者:張純子
作者(外文):Chun-Tzu Chang
校院名稱:國立中正大學
系所名稱:教育學研究所
指導教授:洪志成
陳幸仁
學位類別:博士
出版日期:2010
主題關鍵詞:幼教工作者專業認同敘說研究early childhood educatorprofessional identitynarrative inquiry
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(5) 博士論文(3) 專書(0) 專書論文(0)
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幼兒教師專業認同是身為一位教師的整體看法,作為幼兒教育實踐工作者,教師往往被視為是教育成敗的關鍵,是所有幼教政策或理念最重要的實踐媒介,「教師專業」因此成為教育領域裡的重要課題。
當前台灣幼兒教育已面臨少子化/市場化的趨勢,幼托整合勢在必行,幼兒教師專業角色內涵也因之改變,知道自己是誰?為何會從事幼教工作,自己又如何看待這份專業,專業自主權在哪裡?如何展現?在這樣的時空背景中,教師專業認同的研究要關心的是:描述自己是一個怎樣的幼兒老師,說出教學信念、態度、承諾和方法,對好老師的評價,自己當老師的意義,幼兒園與幼教政策的看法及思考自己未來繼續擔任幼教工作的規劃和願景。透過以上時間和空間的脈絡,幼教實務工作者對於自己的過去、現在和未來的敘說,呈現台灣社會脈動之下幼兒園教師的生命故事,以及專業認同主體性的萌發、進展及轉化之現象。
本研究以敘說研究方法深入訪談四位男/女不同性別幼教工作者,以訪談為蒐集資料的主要方法,其中並輔以訪談後札記及研究者省思日誌。在這些故事中探討專業認同歷程,首先了解專業認同的內涵,形塑認同轉變的脈絡。其次,再綜合探討社會文化結構與專業認同之影響,分析幼教工作者如何展現「反思-能動」之學習歷程,以豐碩幼兒教育專業論述。
本研究結論如下:
一、幼教工作者專業認同內涵包括:幼兒教師是專業養成的職業、持續專業更新與反思、專業自我意象、專業具體展現、專業再確認。
二、形塑幼教工作者專業認同轉變的脈絡,包括:求學/實習期間經歷、在職重要他人及經驗事件、自我概念/個人特質、工作知覺、評價、動機及生涯發展等。
三、專業認同與社會文化結構的關係中,幼教工作者並未完全受制於市場化、性別文化、幼兒園組織或幼教體制與政策改革的影響,而會融入個人價值、信念、情感與情境因素。除了個人與社會文化結構交織下,某一限制反而是開啟另一個正面引導的關鍵因子。
四、四位幼教工作者「意識覺醒─反思─行動」的歷程、「反思性學習」建立幼教工作專業認同的價值確認,乃是形塑其專業認同的展現。
最後,本論文針對幼教工作者、幼教環境以及未來研究三方面提出研究建議。
For preschool teachers, professional identity is an integral view of them as a teacher. As providers of preschool education, they are usually viewed as the key to success of education and the most important medium for realizing preschool education policies and ideas. Hence, “teacher professionalism” has become an important issue in education area.
Currently, Taiwan’s preschool education is facing an ongoing decline of birth rates and market orientation. Integrating kindergartens and day-care centers is an evitable trend. Preschool teachers thus need to alter their professional roles. They need to know who they are, why they are engaged in preschool education, how they view their profession, where is their professional autonomy, and how to present it? Against this background, research of teacher’s professional identity has to focus on: how teachers describe themselves as a preschool teacher; how they explain their teaching beliefs, attitude, commitment, and methods; what they think makes a good teacher and what is the meaning for them to be a teacher; how they view the preschool and education policies; and what is their plan and vision of being a preschool teacher. Through preschool teachers’ narration of their past, the present, and the future, the life stories of preschool teachers under the social development in Taiwan could be presented, and the emergence, progression, and transformation of their professional identity could be discovered.
Based on the narrative inquiry method, this paper investigated the professional identification process of four early childhood educators (including both sexes). The research data were collected mainly via in-depth interview and also included interview notes and reflection journals made by the researcher. Through the stories provided by the participants, the researcher first explored development of their professional identity and how it was shaped and transformed. Later, the researcher discussed the effects of the socio-cultural structure and professional identity on early childhood educators and analyzed how they demonstrated the “reflection—action” learning process to consolidate the discourse on professionalism of early childhood education.
The conclusions included:
1.The professional identity of early childhood educators encompassed: Early childhood educators their professions was fostered through professional training; Continuous professional update and reflection; Professional self-image; Presentation of professionalism; Reconfirmation.
2.Factors affecting the development of professional identity in the four early childhood educators included schooling/internship, important people/events in job, self-concept/personality traits, job perceptions, values, and motivations, as well as career development.
3.In terms of the association between professional identity and socio-cultural structure, this study found that the early childhood educators were not completely affected by market orientation, gender culture, preschool organization, preschool system, and policy reform, because their professional identity was integrated with personal values, beliefs, emotional and contextual factors, which were not completely negative or constraining to them. In the socio-cultural framework, in addition to personal understanding or individual factors, any constraint might become a key factor of positive guidance.
4.The four early childhood educators’ process of “awareness—reflection—action” and confirmation of the value of their profession through “reflective learning” were an embodiment of professional identity development.
Finally, this study proposed suggestions in three aspects, including early childhood educators, early childhood education environment, and future research.
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