作為一個教育實踐工作者，教師往往被視為是教育成敗的關鍵，是所有教育政策或理念最重要的實踐媒介，「教師專業」也因此成為教育領域裡的重要課題，相關政策制定者或學者專家並相應賦予其各式各樣角色式的定義，藉以期望教師，反觀教師本身卻少有發聲的機會。然而，事實上教師對教育專業的看法並非單純的角色採納，而是融入其主體觀點的認同建構，並且會依循著他∕她對教師專業的認同，而發展不同的教育實踐。是以，為探求並呈現從教師觀點出發的專業認同樣貌，本研究以國中男女教師為研究參與者，欲以不同脈絡的教師參與、「結構─能動」的影響以及質性研究方法，來呈現教師的聲音、他們的專業認同樣貌，影響專業認同建構的結構因素，以及他們如何展現能動以回應結構，以豐碩教師專業論述。
　　在研究方法上，本研究以五位來自不同國中、不同任教科目的男女教師為研究參與者，以深度訪談為蒐集資料的主要方法，其中並輔以焦點團體訪談及自我省思札記。
　　在研究發現部份，首先分別呈現每位教師的生活世界與其專業業認同，以清楚描繪教師所處之脈絡與認同建構之間的關係；其次，再綜合探討結構與教師專業認同之交織關係；最後並分析教師的能動展現。
　　故，本研究之結論可臚列如下：
壹、教師專業認同的建構乃從主體生活世界出發，而非本質化的角色採用。
貳、教育結構以一複雜、交織且多層次的形式，影響教師專業認同之建構。
參、「意識覺醒─反思─行動」乃教師建構其專業認同時，能動展現之模式。
肆、話語形式的自我反思計畫，有助教師釐清其專業認同，擴展反思能動層面，並建構穩定的教師內在價值。
　　依研究所得之分析與結論，本研究以教師觀點發聲，提出對教師專業發展之啟示。

As a practitioner, the teacher is always seen as the key person of education reform or the most important mediator to put all the educational policies and theories into practice. Therefore, “teacher profession” is regarded as an important research issue and educational policy makers and academic scholars always identify the term dogmatically in light of their positions. Teachers are expected and silent. As a fact, teachers are never role adapting. Their subjective perspectives affect their teachers’ professional identities which guide teachers’ educational practices. In order to pursue and display more voices and perspectives of teachers’ professional identities, the sutdy recruited five male and female junior high school teachers with different backgrounds as research participants and used qualitative methods to explore the divergences of these teachers’ professional identities and how “structure-agency” functions. The study manifested the teachers’ professional identities through analyzing their life worlds and their agency to see how they overcame the obstructions and enriched the discourses of teacher professions.
　　In the study, individual in-depth interviews, focus group interviews and journal writings were employed to reveal stories of five junior high school teachers who come from different schools and teach different subjects . The research findings are as follows:
I.Teachers’ professional identities are formed by their life worlds not role-adapting.
II.Educational structures affect teachers’ professional identities in complicated and multi-level ways.
III.“Disenchantment-reflective-action”is the modle of teachers’ agency.
IV.The reflexive project of the self in narrative form helps teachers to clarify their professional identities, enrich reflective aspects and make a stable value to teaching.
According to the analysis and conclusion of the results, several suggestions were raised。

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