本文主要是以基層教育工作者的教育實踐經驗為故事與探究的主題， 描述基層 教師協會的發展經驗與方向，並說明女教師集體認同的發生歷程。其意義在於呈現「女」「 教師」的意識與行動，進而形成教師的集體前進，挑戰結構與體制，而非菁英化與個別化。 並藉一個女教師如何由疏離到擁回教師角色，進而與之連結，且在不同層級教師間產生集體 認同的歷程，以描繪出教師組織的發展，一定要經過女性意識覺醒，透過集體協助與行動研 究方法，擁回自己的教師專業自主面貌，並與不同層級的基層教師產生連結，互相看見與尊 重，提昇行動研究的實作能力，才能帶動教師集體認同的發生。作者並對研究教師困境形成 與教師認同提出「集體教師」這個異於以往的「個別教師」的角度。

　　　　　This article is to explore educational workers' empirical experience. The experiences of the development of Grassroots Teachers' Association are described, and the process of women teachers' collective identity is explained. The significance of Grassroots Teachers' Association consists not in elitism or individualism, rather it is found in the consciousness and action of "women" "teachers, " who formed the collective progress and a challenge on the traditional system. Through the story-telling of a teacher who at first alienated from other, and then gradually owned back her role of a teacher, made contact with other teachers, and finally shaped collective identity among different teachers, this article clearly depicts the development of the teachers' organization. The teachers' collective identity can only be formed through the awakening of women consciousness, group assitance and action research methodology, restoration of teachers' professional autonomy, contact with other teachers, respect in each other, and promotion of the implementation capability of action research. The present article offers a new perspective of "collective teachers" instead of the traditional idea of "individual teacher" on the issues of teachers' dilemma and identification.