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題名：從學校教師會功能與小學教師專業認同的關聯性省思教師組織的屬性
書刊名：教育研究集刊
作者：姜添輝
出版日期：2008
卷期：54:3
頁次：頁65-97
主題關鍵詞：小學教師；學校教師會；專業認同；Primary school teacher；School teacher association；Professional identity
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(9) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:7
  • 共同引用共同引用:345
  • 點閱點閱:128
教育社會學界對教師組織功能仍存在高度的爭論，結構功能主義學者將之定位於專業與功能的範疇，批判論者則主張應採取工會主義的路線。這些論點卻忽視教師專業認同的影響，為檢證此種關聯性，本研究對教育官員、校長、教師會幹部與小學教師進行共32次訪談。研究發現顯示，保護完好的工作條件與環境塑造出明確的專業認同，此種心理形成明顯的教學關注取向以及自我約束的價值觀，因而對集體性教師會活動產生冷漠感。內在認同也轉化成教師對外互動的內在管理機制，由於專業認同衍生去政治化的意識型態，致使大部分受訪者期望學校教師會能與政治勢力劃清界線，以維護自身中立與客觀的專業形象，並使大部分教師排拒直接性的工會行動。
For sociologists, the purposes of teacher associations have been variously described as playing a key part in sustaining teachers’ claims to professional status and facilitating their proletarian interests. However, the influence of teacher professional identity on the operation of teacher associations tends to be ignored. Data collection for this study was conducted by completing thirty-two interviews of educational officials and teacher association officials, head teachers, and teachers in Taiwan. The findings show that Taiwanese teachers occupied a superior location within the division of labour where society tends to bestow upon them a great degree of physical and psychic reward, creating a context in which a strong sense of professional identity develops. This identity acts as an inner mechanism to regulate its owners’ recognition of their roles and their relationship with others. It manifested itself among our informants as professional commitment to their own teaching and self-discipline in conforming to an ethical code. An ideology of depoliticisation led teacher to expect the educational system and their professional associations to keep a distance from political forces and parties in order to maintain their neutrality and objectivity. They showed little enthusiasm for collective movement and less for union action.
期刊論文
1.姜添輝(20030400)。英國教師組織的政治特性。南師學報. 教育類，37(1)，55-81。new window  延伸查詢new window
2.黃乃熒、曹芳齡(20030600)。學校組織中集體協商運作之研究--以北部六縣市國民中學為例。教育研究集刊，49(2)，63-96。new window  延伸查詢new window
3.蘇素鸞、黃國隆(19920800)。中學教師對教師工會與罷教的態度。教育與心理研究，15，173-213。new window  延伸查詢new window
4.Säfström, C. A.(2005)。The European Knowledge Society and the Diminishing State Control of Education: the Case of Sweden。Journal of Education Policy，20(5)，583-593。  new window
5.郭丁熒(19970400)。師院學生的社會流動之研究。國家科學委員會研究彙刊. 人文及社會科學，7(2)，181-197。  延伸查詢new window
6.Williams, A.、Prestage, S.、Bedward, J.(2001)。Individualism to collaboration: The significance of teacher culture to the induction of newly qualified teachers。Journal of Education for Teaching，27(3)，253-267。  new window
7.卯靜儒、張建成(20050600)。在地化與全球化之間：解嚴後臺灣課程改革論述的擺盪。臺灣教育社會學研究，5(1)，39-76。new window  延伸查詢new window
8.黃毅志(20031200)。「臺灣地區新職業聲望與社經地位量表」之建構與評估：社會科學與教育社會學研究本土化。教育研究集刊，49(4)，1-31。new window  延伸查詢new window
9.Shkedi, A.、Nisan, M.(2006)。Teachers' Cultural Ideology: Patterns of Curriculum and Teaching Culturally Valued Texts。Teacher College Record，108(4)，687-725。  new window
10.Osunde, A. U.、Izevbigie, A. I.(2006)。An Assessment of Teachers' Attitude towards Teaching Profession in Midwestern Nigeria。Education，126(3)，462-467。  new window
11.Adalsteinsdottir, K.(2004)。Teachers' Behaviour and Practices in the Classroom。Scandinavian Journal of Educational Research，48(1)，95-114。  new window
會議論文
1.Ozga, J.(1992)。An Education Profession for Tomorrow。The Annual Conference of British Educational Management and Administration Society。University of Bristol。  new window
2.李新鄉(2003)。教師會組織與學校行政運作互動狀況之實際與省思。0。  延伸查詢new window
3.陳寶山(1997)。走出教師會組織的迷思－教師敢於建立一個嶄新的學校秩序嗎？。0。  延伸查詢new window
4.姜添輝(2000)。美英兩國三個主要教師組織之比較研究分析。新竹市。1105-1128。  延伸查詢new window
5.姜添輝(1998)。教師組織是否是教師專業要件：英國全國教師聯合會的個案研究。臺北市。1547-1584。  延伸查詢new window
學位論文
1.黃淑君(2000)。社會階級與青少年性別世界之建構--以台北都會區兩所國中為例(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.鄭英傑(2007)。揭露下課十分鐘之秘密-小六學生遊戲及其階級因素之探討(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.王渝華(2005)。國小教師工作的異化現象與成因(碩士論文)。國立臺南大學。  延伸查詢new window
4.Chiang, T. H.(1996)。Primary teachers in Taiwan: A study of professional autonomy(博士論文)。University of Wale。  new window
5.彭富源(1997)。學校教師會與教師專業自主(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
6.黃嘉莉(2003)。教師專業及其制度化之歷史發展(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
7.張曉蕙(2002)。中、英教師組織之比較研究，0。  延伸查詢new window
8.張鴻煜(2006)。原住民籍國小女性校長族群文化認同、抗拒和適應之個案研究，0。  延伸查詢new window
圖書
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2.Weber, M.、Secher, H. P.(1962)。Basic Concepts in Sociology。New York, NY：The Citadel Press。  new window
3.Veblen, Thorstein(1994)。The Theory of the Leisure Class。Boston：Houghton Mifflin。  new window
4.赫恩(1989)。教育社會學。臺北市：五南圖書出版公司。  延伸查詢new window
5.張慶熊（譯）、E.Husserl（原作者）(1988)。歐洲科學危機與超驗現象學。上海市：上海譯文出版社。  延伸查詢new window
6.Alsup, J.(2006)。Teacher Identity Discourses。New York, NY：Lawrence Erlbaum Associates, Inc.。  new window
7.Robson, J.(2006)。Teacher Professionalism in Further and Higher Education。Oxford, UK：Routledge。  new window
8.Johnson, Terence James(1972)。Professions and Power。Macmillan。  new window
9.Freidson, Eliot(1994)。Professionalism reborn: Theory, prophecy, and policy。The University of Chicago Press。  new window
10.Grace, G.(1991)。The State and the Teachers: Problems in Teacher Supply, Retention and Morale。Philadelphia：Multilingual Matters。  new window
11.Lieberman, M.(1964)。Education as a Profession。New York：Prentice-Hall。  new window
12.Tropp, A.(1957)。The School Teachers。London：William Heinemann。  new window
13.Foucault, M.、Sheridan, A.(1991)。Discipline and Punish: The Birth of the Prison。London, UK：Penguin Books。  new window
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22.林清江(1981)。教育社會學新論：我國社會與教育關係之研究。臺北：五南。  延伸查詢new window
23.Willis, Paul E.(1977)。Learning to Labor: How Working Class Kids Get Working Class Jobs。New York, NY：Columbia University Press。  new window
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26.Bernstein, B.(1996)。Pedagogy, symbolic control and identity。London：Routledge。  new window
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29.Lortie, Dan C.(1975)。School Teacher: A Sociological Study。University of Chicago Press。  new window
30.汪知亭(1978)。臺灣教育史料新編。臺北：臺灣商務印書館。  延伸查詢new window
31.Larson, Magali Sarfatti(1977)。The Rise of Professionalism: A Sociological Analysis。University of California Press。  new window
32.吳文星(19830000)。日據時期臺灣師範教育之研究。臺北：師大歷史研究所。new window  延伸查詢new window
33.Tsurumi, E. Patricia(1977)。Japanese Colonial Education in Taiwan, 1895-1945。Harvard University Press。  new window
34.Foucault, Michel、Sheridan-Smith, Alan M.(1972)。The Archaeology of Knowledge。Pantheon Books。  new window
35.Apple, Michael W.(1990)。Ideology and curriculum。Routledge。  new window
36.Barber, Michael、Barber, M.(1992)。Education and the Teacher Unions。Education and the Teacher Unions。London, UK。  new window
37.Wright, E. O.(1998)。Exploitation, Identity, and Class Structure。The Debate on Classes。London, UK。  new window
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39.Hamnerness, K.、Hammond, L.、Bransford, J.、Berliner, D.、Smith, M.、McDonald, M.(2005)。How Teachers Learn and Develop。Preparing Teachers for a Changing World。San Francisco, CA。  new window
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圖書論文
1.蔡清華(2003)。美國教師組織與教育專業權運作關係之研究。各國教師組織與專業權發展。台北：高等教育。  延伸查詢new window
2.Davis, Kingsley、Moore, Wilbert E.(1966)。Some principles of stratification。Class, status and power: Social stratification in comparative perspective。London：Routledge & Kegan Paul。  new window
3.Erickson, Frederick(1986)。Qualitative methods in research on teaching。Handbook of research on teaching。New York：Macmillan。  new window
 
 
 
 
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