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研究生: 林享億
Lin, Hsiang-I
論文名稱: 教育變革下的英語教師專業認同發展與實踐
Professional Identity Development and Teaching Practice of an English Teacher Under the Curriculum Reforms
指導教授: 羅美蘭
Lo, Mei-Lan
口試委員: 駱藝瑄
Lo, Yi-Hsuan
陳秋蘭
Chern, Chiou-Lan
羅美蘭
Lo, Mei-Lan
口試日期: 2022/07/07
學位類別: 碩士
Master
系所名稱: 英語學系
Department of English
論文出版年: 2022
畢業學年度: 110
語文別: 英文
論文頁數: 160
中文關鍵詞: 教師專業認同發展教育改革108新課綱敘事探究
英文關鍵詞: teacher professional identity development, educational reform, the 108 Curriculum Guidelines, narrative inquiry
研究方法: 個案研究法敘事分析內容分析法半結構式訪談法課堂觀察 class observation
DOI URL: http://doi.org/10.6345/NTNU202200859
論文種類: 學術論文
相關次數: 點閱:119下載:31
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  • 本研究旨在探討教師的認同組成與發展、影響其專業認同的因素、以及專業認同和教學實踐間的關係。研究者融合Alexandre以Blin的理論為基礎發展的「專業規範系統」和Barkhuizen提出的「三維多尺度敘事空間」理論,對一位高中英文男性教師的專業認同發展進行敘事探究。研究期間,研究者與教師透過對話與合作,從敘事中探索教師在新舊課綱交替之時的認同變化。研究者也透過相關文件與教學製品、共備、觀議課、半結構式訪談,輔以研究省思札記,收集敘事資料並進行內容分析。研究發現教師的專業認同發展是一個漸進且連續的過程。現在的專業認同是過往至今建構累積而成。在108新課綱改革期間,認同中的部分面向由於一些變因產生了較顯著的轉變。影響教師專業認同的因素分成微觀的個人和人際變因、中觀的組織變因以及宏觀的社會意識形態變因。參與本研究教師的教學實踐和專業認同高度吻合,僅有少數實踐因現實因素而呈現微弱或沒有關聯。本研究最後提出在教育改革中,對政策制定者、師資培育、學校和教師的啟示。

    This study aims to explore the structure and dynamic development of a teacher’s professional identity, factors that affect his professional identity, and the relationship between the professional identity and teaching practice. This study combines Alexandre’s (2016) System of Professional Regulation, which is based on Blin (1997), and Barkhuizen’s (2016) Three-Dimensional and Multiscalar Narrative Space to conduct a narrative inquiry into a male high school English teacher’s professional identity development. The study lasts for half a year (one semester), during which the researcher collaborates with the teacher participant and they engage in reflective dialogues. They explore the changes in the teacher’s identity from his narratives at the time of transition from the old curriculum to a new one. Through artifact collection, three-phase class observation model, semi-structured in-depth interviews, and supplementary researcher reflection journals, narrative data are collected and analyzed using content analysis. The study found that teacher professional identity development is gradual and continuous. The teacher’s present professional identity is an accumulation of identity constructions in the past. After the 108 Curriculum Guidelines came into effect, some aspects of the identity have undergone changes caused by multilevel factors. The factors include micro intra- and inter-individual factors, meso positional/organizational factors, and macro ideological/societal factors. The participant teacher’s teaching practice and professional identity are highly consistent, with few practices showing slight or no agreement due to practical reasons. The study concludes with implications for policymakers, teacher training programs, schools, and teachers during an educational reform.

    Chinese Abstract i Abstract ii Acknowledgements iii Table of Contents iv . . Chapter One Introduction 1 Research Background 1 Purpose and Significance of the Study 6 Research Questions 6 Chapter Two Literature Review 7 Identity 7 Identifying "Identity" Through Historical Semantics 7 Biology and Identity: Role of Genetics in Sex and Gender, Race and Ethnicity 9 Identity and Psychology: Psychosocial Development and Identity Statuses 10 Identity vs. Role in Sociology: From the Perspective of Structural Functionalism and Conflict Theory 12 Identity in Sociology: From the Perspective of Symbolic Interactionism 14 Rethinking Identity in the Wake of Postmodernism 15 Gidden's Modernity and Identity: The Interplay Between Structure and Agency 17 Summary 20 Narrative Identity 21 Characteristics and Significance of Narratives in Identity Development 21 Empirical Research on Narrative Identity and Analysis of Narratives 22 Teacher Professional Identity 24 Teacher Identities According to Preset Criteria 27 Teacher Professional Identity Characterized by Reflexivity, Continuity, Diversity, and Individuality 29 Relationships Between Teacher Professional Identity and Teaching Practice 31 Influencing Factors in Teacher Professional Identity Development 32 Education and Curriculum Reforms and Their Impacts on Teacher Professional Identity 35 The Teacher Professional Identity Development Framework 38 Chapter Three Methodology 41 Research Context 41 Participant 41 Research Setting 43 Data Collection 44 Artifact Collection 44 Class Observations 44 Semi-Structured Interviews 45 Researcher's Reflection Journal 48 Data Analysis 49 Trustworthiness 50 Chapter Four Findings 53 Construction and Reconstruction of Jelon's Teacher Professional Identity 53 Theme I: Teacher's Perception of His Job 54 Theme II: Teacher's Self-Image 67 Theme III: Teacher's Professional Values and Beliefs 72 Theme IV: Teacher's Knowledge 81 Theme V: Teacher's Teaching Skills and Strategies 87 What Has Changed and What Has Not 92 Key Factors in Jelon's Professional Identity Development 99 story: the Micro, Intra- and Inter-Individual Factors 99 Story: the Meso, Positional, Organizational Factors 101 STORY: the Macro, Ideological, Societal Factors 103 Jelon's Teacher Professional Identity and His Teaching Practice 104 Connection Between Jelon's Teacher Professional Identity and His Teaching Practice 105 Gaps and Disjointedness in Their Relationships 105 Chapter Five Discussion 108 Mapping Trajectories of Teacher Professional Identity Development Within a Context of Changes 108 Reexamining Factors Shaping Teacher Professional Identity Development in Terms of Levels of Involvement 117 Unpacking Teachers' Classrooms Through Their Professional Identities 121 Chapter Six Conclusion 124 Implications of the Study 124 Implications for Policymakers 124 Implications for Teacher Training Programs 125 Implications for Schools 125 Implications for Teachers 126 Limitations and Suggestions for Future Research 127 Conclusion 128 . . References 131 Appendices 143 Appendix A Interview Schedules for the 4 Interview Sessions 143 Appendix B Class Observation Notes and Information 148

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