臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：資優教育教師專業認定類型及其相關因素之探討
作者：張芝萱
校院名稱：國立臺灣師範大學
系所名稱：特殊教育學系
指導教授：吳武典
學位類別：博士
出版日期：2010
主題關鍵詞：教師專業認定；認定落差；認定突顯；社會認定；認定困境；認定狀態；teachers’ professional identity；identity discrepancy；identity salience；social identity；identity dilemma；identity status
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(0) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:71
教師專業認定的探究，多源於對教師主體與教師世界等現象理解的興趣，並期望能對教師專業相關議題獲得見識。爰此，本研究以國民小學資優教育教師為研究對象，進行教師專業認定類型及其相關因素之探究。具體而言，本研究的目的有三：
一、探討國小資優教育教師專業認定之相關因素。
二、了解國小資優教育教師專業認定相關因素彼此的關係。
三、探究國小資優教育教師專業認定之類型。
根據研究目的，本研究採用解釋式混合方法設計，先運用問卷調查量化資料分析現況，再透過個案訪談，蒐集教師回溯的經驗敘事資料，以解釋或擴展量化分析的結果。
在量化分析階段，本研究運用自編之「資優教育教師之專業認定」問卷及吳武典、張芝萱(2010)「資優教育師資專業標準」之實務調查問卷，以分層隨機叢集取樣方式，從臺灣北、中、南、東四區八個縣市設有資優班的學校蒐集260位資優教育教師資料，以了解教師專業認定之現況，分析相關因素的關聯，進而探索與驗證資優教育教師專業認定可能的社會心理結構。繼之，依問卷調查的結果，邀請13位不同代表性的教師參與訪談，透過教師的經驗敘事，了解國小資優教育教師對專業自我與工作處境的覺知與詮釋，探討相關因素對其專業認定可能的影響。
根據上述兩階段的研究設計，獲得以下結論：
一、國小資優教育教師專業認定之相關因素可從六層面分析之：內在標準、外在結構、認定突顯、認定落差、社會認定機制與認定困境等。
二、上述層面下包含的因素有：「內在標準重要性」、「內在標準具備程度」、「內在落差」(前兩者的差距)；「外在結構重要性」、「外在結構影響程度」、「外在落差」(前兩者的差距)；「認定突顯程度」；「社會分類」、「社會比較」、「積極區分」(同屬社會認定機制)；「缺乏正向回饋」、「不被了解或被忽略」、「維持其他的認定」、「外在價值期望」(同屬認定困境)。
三、不同認定狀態的教師(定向成功、尋求認定、依順認定、認定迷失)在「內在標準重要性」、「內在標準具備程度」、「內在落差」、「外在結構影響程度」、「認定突顯程度」、「社會比較」、「積極區分」、「缺乏正向回饋」、「維持其他的認定」、「外在價值期望」等十個因素上有明顯的差異。在「外在結構重要性」、「外在落差」、「社會分類」與「不被了解或被忽略」四個因素上，彼此的差異不顯著。
四、透過區別分析發現，以上述因素為預測變項，區分為三組的區別函數求得的線性組合分數能有效的將教師的專業認定狀態進行分組，其中「內在標準具備程度」、「缺乏正向回饋」、「認定突顯」、「社會比較」、「維持其他認定」與「外在價值期望」有較大的結構係數。
五、透過階層迴歸分析發現，「認定突顯」、「認定落差」對教師專業認定的預測效果會受到「社會認定機制」與「認定困境」的中介影響。
六、透過結構方程模式驗證發現，資優教育教師專業認定狀態與認定突顯、認定落差、社會認定機制及認定困境等潛在變項的關聯，主要有以下四條路徑：(1)認定突顯經社會認定機制至認定狀態的間接效果，其效果僅次於第二條路徑;(2)認定突顯經認定困境至認定狀態的間接效果，其效果值最大;(3)內在落差經認定困境至認定狀態的間接效果;(4)內在落差對認定狀態的直接效果，其效果與前者相當。外在落差在本研究模式中的關聯效果不顯著。
七、從本研究的結構模式中獲知，有助於教師專業認定狀態朝定向成功發展的有利因素為認定突顯與社會認定機制。教師除了自身對資優教育專業充滿熱情與承諾 (認定突顯) 外，也需適度的將自身專業的區別性展露出來，以獲得社會認定。而教師專業認定的危險因子為認定困境，內在落差越高則認定困境也越高。
八、本研究根據量化分析與質性訪談的發現，綜合闡述國小資優教育教師專業認定類型及其相關因素，並提出國小資優教育教師專業認定發展軌跡之概念圖，以解釋不同的教師專業認定狀態可能的發展軌跡與其間互動之相關因素。
最後，依研究結果對國小資優教育教師之專業發展提出六項建議，並對未來研究提出六項建議。
The study on teachers’ professional identity mainly comes from the interest in comprehension of teachers as subjects and teachers’ world, and expectation to obtain perspectives of relevant teachers’ profession issues. Therefore, the purposes of the study were to explore gifted education teachers’ professional identity styles and their related factors. Three issues were explored in this study: (1) related factors of the professional identity of gifted education teachers; (2) relationships between the related factors of the professional identity of gifted education teachers and (3) professional identity styles of gifted education teachers. The target subjects were gifted education teachers in elementary schools. The mixed research methods of was adopted for explanation. The Questionnaire survey was used to collect quantitative data and in-depth interview method was adopted to gather teachers’ retrospective narrative data in order to explain and expand the quantitative analysis.
For quantitative analysis, the stratified random cluster sampling method was used to collect the data related to the current situations of teachers’ professional identity. The self-developed questionnaire, “Gifted Education Teachers’ Professional Identity”, and the “Gifted Education Teachers’ Professional Standards Questionnaire” developed by Wu & Chang (2010) were administered to the subjects, 260 gifted education teachers from eight counties around Taiwan were available at the end. In addition, 13 teachers representing different perspectives were interviewed. The correlation of related factors was analyzed and the possible social-psychological structure of gifted education teachers’ professional identity was explored and identified, the teachers’ perception and interpretation toward one’s profession and work situation were narrative analyzed, and the possible influence of those related factors on the professional identity was explored.
The major findings were as the following:
1.The related factors of gifted education teachers’ professional identity can be analyzed in six categories: Inner identity standards, external structure, identity salience, identity discrepancy, social identity mechanism, and identity dilemma.
2. The above categories included the following factors: the importance of inner identity standards, the capacity of inner identity standards, the inner identity discrepancy (the difference between the two previous factors); the importance of external structure, the influence of external structure, the external identity discrepancy (the difference between the two previous factors); identity salience, social categorization, social comparison, positive distinctiveness (these three factors belong to social identity mechanism); the lack of positive feedback, not being understood or being neglected, the maintenance of other identities, and the external value expectation (these four factors belong to identity dilemma).
3. Teachers in different identity status (identity achievement, identity moratorium, identity foreclosure, identity diffusion) had significant differences on the following ten factors: the importance of inner identity standards, the capacity of inner identity standard, the inner identity discrepancy, the influence of external structure, identity salience, social comparison, positive distinctiveness, the lack of positive feedback, the maintenance of other identity, and the external value expectation. There were no significant differences among the four factors, external structure importance, external identity discrepancy, social categorization, and not being understood or being neglected.
4. Using discriminate analysis and involving the previous factors as predictors and divided them into three discriminate functions, the linear combination can categorize teachers’ professional identity status effectively. Among all the factors, the capacity of inner standard, the lack of positive feedback, identity salience, social comparison, maintaining other identity and external value expectation, had higher structure coefficient.
5. Using hierarchical regression analysis, it showed that the social identity mechanism and identity dilemma had mediating effects on the prediction of identity salience and identity discrepancy toward teachers’ professional identity.
6. Based on the structural equation model, it was confirmed that there were four main paths describing relationships between these latent variables: (1) Identity salience  social identity mechanism  identity status. Its indirect effect was only less than the second path; (2) Identity salience  identity dilemma  identity status. Its indirect effect had the biggest effect size; (3) Inner identity discrepancy  identity dilemma identity status. (4) The direct effect of inner identity discrepancy on identity status is the same as the indirect effect of (3). The correlation of external identity discrepancy was not significant, though.
7.Based on the structural model of the study, the beneficial factors assisting teachers’ identity status toward identity achievement were identity salience and social identity mechanism. In addition to teachers’ enthusiasm in and commitment to gifted education (identity salience), there was a need of presenting their distinct professional expertise in order to obtain social identification. The risk factor of teachers’ professional identity was identity dilemma. The more the inner identity discrepancy was, the greater the identity dilemma was raised.
8. Based on the findings derived from the quantitative analysis and qualitative interviews, this study comprehensively illustrated the gifted education teachers’ professional identity styles and its related factors, and provided a concept map of gifted education teachers’ professional identity developmental trajectory to explain the possible developmental trajectory of different teachers’ professional identity status and the interrelated factors.
Finally, based on the research findings, suggestions regarding gifted education teachers’ professional development and further studies are proposed.
一、中文部分
王志弘、許妍飛譯 (2006)：社會認同(原著R. Jenkins)。臺北市：巨流。
王振德(1999)：不同任教年資、專業訓練資優班教師專業能力之比較研究。特殊教育與復健學報，7，33-50。new window
王振德(1999)：資源教室方案。臺北市：心理出版社。
王琡棻(2004)：臺北市、高雄市國小資優教育教師專業能力、工作壓力、因應策略與職業倦怠之相關研究。國立屏東教育大學特殊教育研究所碩士論文，未出版，屏東市。
王儷靜、邱淑玫(2002)：成為教師：師院生的專業認同。教育研究月刊，99，58 - 72。new window
何雯君(2007)：課程改革中國小資深教師專業認同之個案研究。國立臺北教育大學課程與教學研究所碩士論文，未出版，臺北市。
吳明隆(2009)：結構方程模式Amos 的操作與應用(第二版)。臺北市：五南。
吳武典(1983)：我國國中資優教育之評鑑。資優教育季刊，10，1-9。
吳武典(1999)：老觀念、新思潮--談輔導的生態觀。載於吳武典：社會變遷與輔導(3-18頁)。臺北：心理出版社。
吳武典、張芝萱(2009)：資優教師之路~談資優教師的專業標準。載於中華資優教育學會主編：資優教育行動方案會議手冊(8-32頁)。臺北：編者。
吳武典、張芝萱(2010) ：資優教育師資專業標準之建構。資優教育研究，9(2)，103-143。
吳武典、張芝萱、鄒小蘭(2010)：98年度教育部資優教育行動方案子計畫三-資優教育師資專業標準之建構研究(二)期末研究報告。(未發表)
吳芝儀、廖梅花譯(2004)：質性研究入門：紮根理論研究方法(原著A. Strauss & J. Corbin)。嘉義市：濤石。
吳清山(2005)：後現代思潮與教育改革。載於國立臺灣師範大學教育政策研究小組主編：後現代思潮與教育發展學術研討會會議手冊(75-98頁)。臺北：編者。new window
吳慎慎(2003) ：教師專業認同與終身學習：生命史敘說研究。國立台灣師範大學教育研究所博士論文，未出版，臺北市。new window
呂金燮(2002) ：國小資優課程的發展與調適。資優教育研究，2(2)，1-21。
李文惠(2006)：學校中的臨時工/吉普賽人--國中代理代課教師工作處境及專業認同之探究。國立高雄師範大學教育研究所碩士論文，未出版，高雄市。
李偉清(2006)：國小資優班教師在職進修之需求評估。資優教育研究，6(2)，25-55。
李華璋(2000)：諮商人員專業認同歷程分析研究。國立彰化師範大學輔導與諮商研究所博士論文，未出版，彰化市。new window
李茂能(2008)：SEM 適配度指標的潛藏問題：最佳模式難求。測驗統計年刊，16，17-30。
周鳳美、宋佩芬(2005)：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
周曉虹(2008)：認同理論：社會學與心理學的分析路徑。社會科學，4，46-53。
周淑卿(2004)：課程發展與教師專業。臺北市：高等教育。
林文琪譯(2006)：認同與差異(原著K. Woodward)。臺北：韋伯。
林佩瑩、王振德(1998)：國小資優教育教師專業能力之分析研究。特殊教育研究學刊，16，443-462。new window
林秋萍(2006)：國小資優資源班教師與普通班教師互動交流現況與需求之研究。國立臺灣師範大學特殊教育研究所碩士論文，未出版，臺北市。
林震岩(2008)：多變量分析-SPSS 的操作與應用。臺北市：智勝。
邱皓政(2002)：量化研究與統計分析(第二版)。臺北市：五南。
邱皓政(2003)：結構方程模式：LISREL的理論、技術與應用。臺北市：雙葉。
邱憶惠(2007)：教師認同之敘說探究：以一位幼教教師為例。屏東教育大學學報教育類，29，1-34。
侯怡雯(2009)：高中職學校輔導教師之專業認定。國立嘉義大學輔導與諮商學系研究所碩士論文，未出版，嘉義市。
洪瑞璇(2007)：國中教師專業認同之研究：游走在「結構─能動」之間。國立臺灣師範大學教育學系博士論文，未出版，臺北市。
胡榮譯(1995)：心靈、自我與社會(原著G. H. Mead)。臺北市：桂冠。
凃柏章(2007)：這一頁，我來說教師--國小初任教師專業認同之教育學傳記研究。國立政治大學教育研究所碩士論文，未出版，臺北市。
徐西森、連廷嘉、陳仙子、劉雅瑩(2002)：人際關係的理論與實務。臺北：心理出版社。
徐瑋伶、鄭伯壎(2002)：組織認同：理論與本質之初步探索分析。中山管理評論，1，45-64。new window
柴成瑋(2005)：解構第四面牆— 一位國小教師邁向轉化型知識份子之敘事探究。國立臺北教育大學課程與教學研究所碩士論文，未出版，臺北市。
高格孚(2004)：風和日暖─外省人與國家認同轉變。臺北：允晨文化。
張世彗(1999)：國小一般智能優異班教師自我效能模式之驗證暨相關因素之研究。國立台灣師範大學教育研究所博士論文，未出版，臺北市。new window
張芝萱(2008)：資優教育教師專業素養的探究。載於中華資優教育學會主編：資優教育政策與實踐典範學術研討會特刊(267-276頁)。臺北：編者。
張芬芬譯(2005)：質性研究資料分析(原著M. B. Miles & A. M. Huberman) 。臺北市：雙葉書廊。
張春興(1994)：教育心理學：三化取向的理論與實踐。臺北市：東華書局。
張春興、黃淑芬(1982)：大學教育環境與青年期自我統整關係的初步研究。教育心理學報，15，31-46。new window
張鍠焜(2006)：批判理論與教師哲學。刊載於但昭偉主編，教師的教育哲學，81-118頁。臺北市：高等教育。
張麗莉(2008)：學前特殊教育專業學生專業認同感調查研究。幼兒教育，3，38-41。
梁畢玲(2005)：國小教師生活型態、專業認同與職涯滿意度關係之研究。國立高雄師範大學成人教育研究所碩士論文，未出版，高雄市。
孫志麟(2001)：師資培育制度變革下職前教師的專業認同。臺灣教育社會學研究，1 (2)，59-89。new window
畢恆達(2005)：教授為什麼沒告訴我─論文寫作的枕邊書。臺北市：學富。
莊明貞(2002)：後現代思潮的課程研究及其本土實踐之評析。教育研究，102，27-39。new window
莊明貞(2005)：敘事探究及其在課程研究領域之發展。教育研究月刊，130，14-29new window
郭靜姿(1994)：盲與忙－談現階段中學資優教育課程設計的幾個問題。資優教育季刊，50，6-9。
郭靜姿(2003)：從制度面之檢討看資優教育的問題與發展。載於中華資優教育學會主編：資優教育三十週年研討會會議手冊(12-18頁)。臺北：編者。
陳正昌、程炳林 、陳新豐、劉子鍵(2003) ：多變量分析方法--統計軟體應用。臺北市：五南。
陳育君(2002)：應用PZB 服務品質模式在國小資優班獨立研究教學品質評鑑之研究。臺東師範學院教育研究所碩士論文，未出版，臺東市。
陳育君、謝建全(2002)：國小資優班獨立研究教學品質之評鑑─以PZB服務品質模式應用為例。資優教育研究，2(2)，23-50。
陳坤虎(2007)：認同重要性、認同確定性、及認同落差概念之生態效度：青少年自我認同介入方案之療效分析。臺灣大學心理學研究所博士論文，未出版，臺北市。new window
陳坤虎、雷庚玲、吳英璋(2005)：不同階段青少年之自我認同內容及危機探索之發展差異。中華心理學刊，47，249-268。new window
陳明和、郭靜芳(2004)：符號互動與學校組織文化。屏東師院學報，20，65-104。new window
陳俊生(2010)：教育改革論述中的教師主體建構及其身分認同之探究─後結構主義取向。國立臺北教育大學教育學院教育政策與管理研究所博士論文，未出版，臺北市。new window
陳奕圻(2008)：初任幼師專業認同的演化與建構--一種自我敘事取向之研究。國立政治大學幼兒教育所碩士論文，未出版，臺北市。
陳昭儀(1999)：資優教育教師之教學歷程及其相關因素之研究。國科會研究計畫成果報告(計畫編號：NSC88-2614-H003-010)。
陳昭儀(2000)：優秀國小資優教育教師教學生涯之研究。特殊教育研究學刊，19，327-346。new window
陳維瑩(2008)：臺北市國民小學一般智能資優班教師專業成長現況與需求之調查研究。國立臺北教育大學特殊教育研究所碩士論文，未出版，臺北市。
項萃華(2006)：國民小學教師專業認同之研究。國立嘉義大學教育行政與政策發展研究所碩士論文，未出版，嘉義市。
黃芳銘(2007)：結構方程模式：理論與應用(第五版)。臺北市：五南。
黃彥超(2007)：我國國小教師社會地位知覺與專業認同相關之研究—以中部地區為例。暨南國際大學教育政策與行政學系順士論文，未出版，南投縣。
黃楷茹(2005)：透過教室言談展現數學課堂中資優生的探究思考歷程。國立臺灣師範大學特殊教育研究所碩士論文，未出版，臺北市。
黃瑞琴(2004)：質的教育研究方法。臺北市：心理。
黃靖蓉(2005)：實習教師專業認同發展歷程之敘說研究。國立臺北教育大學教育政策與管理研究所碩士論文，未出版，臺北市。
楊文金(1998)：從「社會認同」探討「科學家意象」的意義(上)(下)。科學教育月刊，206，3-11；207，18-25。
楊巧玲(2008)：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。師大學報，53(1)，25-54。new window
溫明麗(2005)：後現代對教育專業的衝擊 --打造一個既批判又感恩的教育希望。載於國立臺灣師範大學教育政策研究小組主編：後現代思潮與教育發展學術研討會會議手冊(99-120頁)。臺北：編者。
萬育維(1996)：專業認同與工作滿意之間的關係探討。東吳社會工作學報，2，305-322。
萬家春(1998)：以認定同體為核心的人格教育研究。國立臺灣師範大學教育學系博士論文，未出版，臺北市。new window
甄曉蘭(2004) ：課程理論與實務：解構與重建。臺北市：高等教育。
臺北市政府教育局(2003)：臺北市九十一學年度資優教育評鑑報告。臺北市：編者。
劉玲君(2004)：我的變與辯：一位國小女性代課老師追尋教師專業認同的生命敘說。國立臺北師範學院課程與教學研究所碩士論文，未出版，臺北市。
歐用生(2009)：當教師與藝術相遇—藝術為基礎的教師專業發展，研習資訊，26(5)，25-34。
蔣明珊(2002)：普通班特殊需求學生課程調整之探討及其在國語科應用成效之研究。國立臺灣師範大學特殊教育研究所博士論文，未出版，臺北市。new window
蔡東鐘(1999)：符號互動論在教育上的應用之探討。國教之聲，32(4)，33-45。
蔡薏婷(2000)：國民小學資優教育教師信念及其轉變之研究。國立高雄師範大學特殊教育研究所，碩士論文，未出版，高雄市。
鄭世仁(2000)：教育社會學導論。臺北：五南。
鄭景文(2005)：國中資優教育教師工作情緒智力與教學效能之相關研究。國立臺灣師範大學特殊教育研究所碩士論文，未出版，臺北市。
鄭菁怡(2007)：新進教師創意角色認定成長模式。國立中正大學高齡者教育研究所碩士論文，未出版，嘉義縣。
鄭聖敏、林幸台(2002)：資優教育教師教學歷程及感受之研究。資優教育研究，2(2)，75-102。
戴文青(2005)：從深層結構論台灣幼兒園教師專業認同轉化可能性。南大學報，39(2)，19-42。new window
戴維揚(2004)：教師專業成長與教育改革。刊載於中國教育學會、中華民國師範教育學會合編之教師專業成長問題研究，73-92頁。
謝志偉、王慧玉譯(2010)：混合方法研究導論(原作者：J. W. Creswell &V. L. P. Clark)。臺北市：心理。
鍾聖校(1999)：論系統化的資優課程設計與教學。載於國立臺灣師範大學特殊教育中心主編：臺北市八十七學年度資優教育研討會會議手冊(27-37頁)。臺北：編者。

二、英文部分
Armstrong, L. J. (2004). Identity, community of practice, and learning in a professional development school: Experiences of preservice teacher candidates explored and exposed. Unpublished doctoral dissertation, University of Iowa, USA.
Bauman, Z. (1993). Modernity and ambivalence. Cambridge: Polity.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189. doi:10.1080/03057640902902252
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teacher’s professional identity. Teaching and teacher Education, 20, 107-128.
Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers' perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749-764.
Belcastro, F. P. (1987). Elementary Pull-Out for the Intellectually Gifted—Boon or Bane? Roeper Review, 9(4), 208-219.
Berzonsky, M. D. (2003). The structure of identity: commentary on Jane Kroger's view of identity status transition. Identity, 3(3), 231-246.
Berzonsky, M. D., Cieciuch, J., Duriez, B., & Soenens, B. (2011). The how and what of identity formation: Associations between identity styles and value orientations. Personality & Individual Differences, 50(2), 295-299. doi:10.1016/j.paid.2010.10.007
Britzman, D. P. (1991). Practice makes practice: A critical study of learning to teach. Albany, NY: SUNY Press
Britzman, D. P. (1992). The terrible problem of knowing thyself: Toward a poststructural account of teachers’ identity, The Journal of Curriculum Theorizing, 9(3), 23-46.
Britzman, D. P. (2003). Practice makes practice: A critical study of learning to teach. Albany, NY: State University of New York Press.
Brook, A. T., Garcia, J., & Fleming, M. A. (2008). The effects of multiple identities on psychological well-being. Personality and Social Psychology Bulletin, 34(12), 1588-1600.
Brown, J. J. (2006). The teacher-self: The role of identity in teaching. Unpublished doctoral dissertation. University of Massachusetts-Lowell, USA.
Burke, P. J. (1991). Identity processes and social stress. American Sociological Review, 56(6), 836-849.
Burke, P. J. (2006). Identity change. Social Psychology Quarterly, 69(1), 81-96.
Callahan, C., Cooper, C., & Glascock, R. (2003). Preparing teachers to develop and enhance talent: The position of national education organizations. (ERIC Document Services No. ED477882).
Cheek, J. M. (1989). Identity orientations and self-interpretation. In D. M. Buss and N. Canter (Eds.), Personality psychology: Recent trends and emerging directions (pp. 275-285). New York: Springer-Verlag.
Cheek, J. M., & Briggs, S. R. (1982). Self-consciousness and aspects of identity. Journal of Research in Personality, 16(4), 401-408.
Choi, S. J. (2007). The experiences of non-native English speaking teachers and their professional identity constructions in an ESL context. Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign, USA.
Clancy, S. M., & Dollinger, S. J. (1993). Identity, self, and personality: I. identity status and the five-factor model of personality. Journal of Research on Adolescence (Lawrence Erlbaum), 3(3), 227-245. doi:10.1111/1532-7795.ep11301465
Collins, H. A., & Smith, A. E. (1965). The vocational values of special education teachers. Exceptional Children, 31(8), 484-487。
Connelly, F. M., & Clandinin, D. J. (1999). Shaping a professional identity: Stories of educational practice. New York: Teachers College Press.
Croft, L. J. (2003). Teachers of the gifted: Gifted teachers. In N. Colangelo and G. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 558-571). Boston: Allyn & Bacon..
Day, C., Flores, M., & Viana, I. (2007). Effects of national policies on teachers' sense of professionalism: Findings from an empirical study in Portugal and in England. European Journal of Teacher Education, 30(3), 249-265.
Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal, 32(4), 601-616. doi:10.1080/01411920600775316
Dymoke, S., & Harrison, J. (2006). Professional development and the beginning teacher: Issues of teacher autonomy and institutional conformity in the performance review process. Journal of Education for Teaching, 32(1), 71-92.
Enyedy, N., Goldberg, J., & Welsh, K. (2006). Complex dilemmas of identity and practice. Science Education, 90(1), 68-93.
Erikson, E. H. (1963). Childhood and society. (2nd ed.). New York: Norton.
Erikson, E. H. (1968). Identity, youth, and crisis. New York : W. W. Norton.
Erikson, E. H. (1980). Identity and the Life Cycle. New York: W. W. Norton.
Feldhusen, J. F. (1997). Educating teachers for work with talented youth. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 547-552). Boston: Allyn & Bacon.
Flores, M.A. & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22, 219-232.
Fox, G., & Bruce, C. (2001). Conditional fatherhood: Identity theory and parental investment theory as alternative sources of explanation of fathering. Journal of Marriage & Family, 63(2), 394.
Gee, J.P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.
Geijsel, F., & Meijers, F. (2005). Identity learning: The core process of educational change. Educational Studies, 31(4), 419 – 430.
Haddy, L. J. (2008). A conversation with Jessica: A dialogic inquiry into the developing literacy practices of a beginning teacher and a reading specialist. Unpublished doctoral dissertation, Northern Illinois University, USA.
Hasinoff, R. R. (1998). The effect of alienation on the professional identity of student teachers. Unpublished doctoral dissertation, University of Manitoba, Canada.
Hays, T. S. (1992). A study of effective classroom practices with gifted students in rural setting. Unpublished doctoral dissertation, The University of Connecticut, USA..
Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94, 319-340.
Hill, N. S. (2008). An exploration of alternatively certified health occupation teachers and of their experiences in their first years of teaching. Unpublished doctoral dissertation, University of Idaho, USA.
Hoelter, J. W. (1983). The effects of role evaluation and commitment on identity salience. Social Psychology Quarterly, 46(2), 140-147.
Hogg, M. A., Terry, D. J., & White, K. M. (1995). A tale of two theories: A critical comparison of identity theory with social identity theory. Social Psychology Quarterly, 58(4), 255-269.
Ingrid, L., Margareta, E., Liz, G., Fiona, P., & Barbara, R. (2006). Physiotherapy students' professional identity on the edge of working life. Medical Teacher, 28(3), 270-276.
Japp, P. M. (2004). Construction of teacher identity in popular film and political discourse: Moving toward empowerment. Unpublished doctoral dissertation. The University of Nebraska – Lincoln, USA.
Johnson, D. T. (2000). Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom. ERIC Digest E594.
Karnes, F. A., & Shaunessy, E. (2004). The application of an individual professional development plan to gifted education. Gifted Child Today, 27(3), 60-62.
Kelchtermans, G. (1993). Getting the story, understanding the lives: From career stories to teachers’ professional development, Teaching and Teacher Education, 9(5-6), 443–456.
Kline, R. B. (1998). Principles and practice of structural equation modeling. New York: Guilford Press.
Kroger, J. (2003). What transits in an identity status transition? Identity, 3(3), 197-220.
Laine, T. (2004). Teachers of tomorrow: The construction of a teacher’s professional identity in primary school teacher education. Unpublished doctoral dissertation, Tampereen Yliopisto, Finland.
Large, M., & Marcussen, K. (2000). Extending identity theory to predict differential forms and degrees of psychological distress. Social Psychology Quarterly, 63(1), 49-59.
Leitch, R. (2006). Limitations of language: Developing arts‐based creative narrative in stories of teachers’ identities. Teachers & Teaching, 12(5), 549-569.
Luyckx, K., Goossens, L., Soenens, B., Beyers, W., & Vansteenkiste, M. (2005). Identity statuses based on 4 rather than 2 identity dimensions: Extending and refining Marcia's paradigm. Journal of Youth & Adolescence, 34(6), 605-618. doi:10.1007/s10964-005-8949-x
MacDonald, F. (2006). Suspended in perpetuity? Teacher professional identity in a time of educational reform. Unpublished doctoral dissertation, University of Toronto, Canada.
Malderez, A., Hobson, A., Tracey, L., & Kerr, K. (2007). Becoming a student teacher: Core features of the experience. European Journal of Teacher Education, 30(3), 225-248.
Marcia, J. E. (1966). Development and validation of egoidentity status. Journal of Personality & Social Psychology, 3(5), 551-558.
Marcia, J. E. (1980). Identity in adolescence. In J. Adelson (Ed.), Handbook of adolescent psychology (pp.159- 187). New York: Wiley.
Marcia, J. E. (1994). The empirical study of ego identity. In H. A. Bosma, T. L. G. Graffsma, M. D. Grotevant, & D. J. deLevita(Eds.), Identity and development: An interdiscipliary approach(67-80). Thousand Oaks, CA: Sage.
Matthews, D. J., & Foster, J. F. (2005). A dynamic scaffolding model of teacher development: The gifted education consultant as catalyst for change. The Gifted Child Quarterly, 49(3), 222-230.
Meeus, M. (2011). The study of adolescent identity formation 2000–2010: A review of longitudinal research. Journal of Research on Adolescence, 21(1), 75-94.
Mills, C. J. (2003). Characteristics of effective teachers of gifted students: Teacher background and personality styles of students. Gifted Child Quarterly, 47(4), 272-281.
Moore, M., & Hofman, J. E. (1988). Professional identity in institutions of higher learning in Israel. Higher Education, 17(1), 69–79.
Myck-Wayne, Janice (2007). Linking theory and practice in teacher education: An analysis of the reflective-inquiry approach to preparing teachers to teach in urban schools. Unpublished doctoral dissertation,University of Southern California, USA.
Nurit, C. E. (2004). Beginning art teachers negotiation of their beliefs and identity within the public school system. International Journal of Arts Education, 2(1), 74-90。
Park, H. J.(2008). Lived experiences of Korean gifted education teachers: A collective qualitative case study. Unpublished doctoral dissertation, Teachers College, Columbia University, USA.
Parker, J. P. (1996). NAGC standards for personnel preparation in gifted education: A brief history. Gifted Child Quarterly, 40(3), 158-164.
Peterson, B. (2007). The characterization of reflection by student teachers using the critical incident technique. Unpublished doctoral dissertation, Northern Illinois University, USA.
Poutiatine, M. I. (2005). The role of identity and integrity in teacher development: Towards a grounded theory of teacher formation. Unpublished doctoral dissertation, Gonzaga University, USA.
Rejskind, G. (2000). TAG teachers: Only the creative need apply. Roeper Review, 22(3), 153-157.
Renzulli, J. S., & VanTassel-Baska, J. (1987). Point-counterpoint: The positive side of pull-out programs and the ineffectiveness of the pull-out program model in gifted education: A minority perspective. Journal for the Education of the Gifted, 10 (4), 245-269.
Rhodes, C. (2006). The impact of leadership and management on the construction of professional identity in school learning mentors. Educational Studies, 32(2), 157-169.
Richards, S. (2003). Current reading instructional practices for average and talented readers. Unpublished doctoral dissertation, The University of Connecticut, USA.
Robinson, A. (2008). Teacher characteristics. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education (pp. 669-680). Maco, TX: Prufrock.
Rodgers, C., & Scott, K. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, D.J. McIntyre & K.E. Demers (Eds.), Handbook of research on teacher education: Enduring questions and changing contexts (pp. 732–755). New York: Routledge.
Rodriguez, T. L. (2007). Language, culture, and resistance as resource: Case studies of bilingual/bicultural Latino prospective elementary teachers and the crafting of teaching practices. Unpublished doctoral dissertation, University of Wisconsin - Madison, USA.
Ronfeldt, M. S. (2008). Crafting core selves during professional education. Unpublished doctoral dissertation, Stanford University, USA.
Saka, Y. (2007). Exploring the interaction of personal and contextual factors during the induction period of science teachers and how this interaction shapes their enactment of science reform. Unpublished doctoral dissertation, Florida State University, USA.
Sapon-Shevin, M. (1996). Including all students and their gifts within regular classroom. In W. Stainback and S. Stainback (Eds.), Controversial issues confronting special education: Divergent perspectives(2nd ed.)(pp.69-80). Boston: Allyn & Bacon.
Schmisseur, A.M. (2003). The art of well-being: Managing emotional dissonance in the workplace. Paper presented at the annual meeting of the International Communication Association, San Diego, CA.
Slavin, R. E. (2009). Educational psychology: Theory and practice (9th ed.). Upper Saddle River, NJ: Pearson Education.
Slugoski, B. R., Marcia, J. E., & Koopman, R. F. (1984). Cognitive and social interactional characteristics of ego identity statuses in college males. Journal of Personality & Social Psychology, 47(3), 646-661.
Smith, J. K. (2001). Constructing a professional identity in an uncertain world: An ethnographic study of novice special education teachers. Unpublished doctoral dissertation, University of Florida, USA.
Søreide, G. E. (2006). Narrative construction of teacher identity: Positioning and negotiation. Teachers and teaching: theory and practice, 12(5), 527–547.
Stepanek, J. (1999). The inclusive classroom meeting the needs of gifted students: Differentiating mathematics and science Instruction. It’s just good teaching series. (ERIC Document Reproduction Services, No. ED444306)
Stets, J., & Burke, P. (2000). Identity theory and social identity theory. Social Psychology Quarterly, 63(3), 224-237.
Stryker, S. (1968). Identity salience and role performance: The relevance of symbolic interaction theory for family research. Journal of Marriage and Family, 30(4), 558-564.
Stryker, S. (2008). From Mead to a structural symbolic interactionism and beyond. Annual Review of Sociology, 34(1), 15-31.
Stryker, S., & Burke, P. (2000). The past, present, and future of an identity theory. Social Psychology Quarterly, 63(4), 284-297.
Stryker, S., & Serpe, R. T. (1982). Commitment, identity salience and role behavior: Theory and research example. In W. Ickes & E. S. Knowles (Eds.). Personality, roles, and social behavior. New York: Springer-Verlag.
Sweitzer, V. L. (2007). Professional identity development among business doctoral students: A social networks perspective. Unpublished doctoral dissertation, Pennsylvania State University, USA.
Tajfel, H. (1981). Human groups and social categories: Studies in social psychology. Cambridge: Cambridge University Press.
Tajfel, H. (1982). Social psychology of intergroup relations. Annual Review of Psychology, 33, 1-39.
Tajfel, H., & Turner, J. (1979). An integrative theory of intergroup conflict. In W. G. Austin and S. Worchel (Eds.). The social psychology of intergroup relations (pp.94–109). Monterey, CA: Brooks-Cole.
Tomlin, R. (2008). U.S. graduate teacher education and early career persistence of women K--12 teachers: Co-constructing a social cognitive narrative of professional identity. Unpublished doctoral dissertation, University of Denver, USA.
Tomlinson, C. A. (2003). Deciding to Teach Them All. Educational Leadership, 61(2), 6-11.
Tomlinson, C. A., Kaplan,S.N., Renzulli, J. S., Purcell, J., Leppien, J., & Burns, D. (2002). The parallel curriculum: A design to develop high potential and challenge high ability learners. A Service Publication of the National Association for Gifted Children. California: Corwin press, INC
Transue, J. E. (2007). Identity salience, Identity acceptance, and racial policy attitudes: American national identity as a uniting force. American Journal of Political Science, 51(1), 78-91. doi:10.1111/j.1540-5907.2007.00238.x
Travers , K. A. (2000). Exploring the development of teacher identity: A study of prospective teachers learning to teach. Unpublished doctoral dissertation, University of Wisconsin-Madison, USA.
Troxclair, D. A. (2000). Differentiating instruction for gifted students in regular education social studies classes. Roeper Review, 22(3), 195-198.
Turner, J. C., Brown, R., & Tajfel, H. (1979). Social comparison and group interest ingroup favouritism. European Journal of Social Psychology, 9(2), 187-204.
Turner, J. C., Hogg, M. A., Oakes, P. J., Reicher, S. D., & Wetherell, M. (1987). Rediscovering the social group: A self-categorization theory. Oxford, England: Basil Blackwell.
VanTassel-Baska, J. (1992). Effective curriculum planning for gifted learners. Denver, CO: Love.
VanTassel-Baska, J., & Johnsen, S. K. (2007). Teacher education standards for the field of gifted education. Gifted Child Quarterly, 51(2), 182-205.
Watson, C. (2006). Narratives of practice and the construction of identity in teaching. Teachers and Teaching: Theory and Practice, 12(5), 509–526.
Woolfolk, A. (2010). Educational psychology (11th ed.). Columbus, OH: Pearson/Allyn & Bacon.
Xu, F. Y. (1999). Competence, opportunity, negotiation and the reconstruction of a professional identity by foreign-trained teachers in Canada. Unpublished doctoral dissertation, University of Ottawa, Canada.
Zembylas, M. (2003). Caring for teacher emotion: Reflections on teacher self-development. Studies in Philosophy and Education, 22(2), 103-125.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：1029（臺灣：1002，外國：27） ／ 本年度總使用人次：1780212 ／ 訪客人次（自102年09月）：67584681
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上