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 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
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.
Adler, P. A., & Adler, P. (1987). Membership roles in field research. SAGE Publications, Inc. https://dx.doi.org/10.4135/9781412984973
Aksan, N., Kisaç, B., Aydın, M., & Demirbuken, S. (2009). Symbolic interaction theory. Procedia - Social and Behavioral Sciences, 1, 902-904. https://doi.org/10.1016/J.SBSPRO.2009.01.160
Alexandre, F. (2016). The standardization of geography teachers’ practices: A journey to self-sustainability and professional identity development. International Research in Geographical and Environmental Education, 25(2), 166-168. http://dx.doi.org/10.1080/10382046.2016.1149339
Altendorff, L. E. (2012). An exploration of the ‘cultural script’ for teaching and learning mathematics in English secondary schools and its relationship with teacher change. [Doctoral dissertation]. University of Sussex. https://bit.ly/3ysDA0C
American Psychological Association (Ed.) (n.d.). Reference group theory. In APA dictionary of psychology. https://bit.ly/3noFbR4
Antony, S., & Tramboo, I. A. (2020). Hyperreality in media and literature: An overview of Jean Baudrillard’s simulacra and simulation. European Journal of Molecular & Clinical Medicine, 7(10), 3314-3318.
Arribas-Ayllon, M. (2016). After geneticization. Social Science & Medicine, 159, 132-139. https://doi.org/10.1016/j.socscimed.2016.05.011
Atkinson, P. (1997). Narrative turn or blind alley? Qualitative Health Research, 7, 325-344. https://doi.org/10.1177/104973239700700302
Barker, C. (2003). Cultural studies: Theory and practice (2nd ed.). SAGE. https://bit.ly/3yY2X8Y
Barkhuizen, G. (2016). A short story approach to analyzing teacher (imagined) identities over time. TESOL Quarterly, 50(3), 655-683. https://bit.ly/2VAhw4J
Baudrillard, J. (1983). Simulacra and simulation. University of Michigan Press.
Baudrillard, J. (1988). Selected Writings. Polity Press.
Baudrillard, J. (1994a). Simulacra and Simulation. University of Michigan Press.
Baudrillard, J. (1994b). The Illusion of the End. Polity Press.
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, 175-189. https://doi.org/10.1080/03057640902902252
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001
Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. Nursing Plus Open, 2, 8-14. https://doi.org/10.1016/j.npls.2016.01.001
Blin, J.-F. (1997). Représentations, pratiques et identités professionnelles [Representations, practices and professional identities]. L’Harmattan.
Blumer, H. (1969). Symbolic interactionism: Perspective and method. Prentice-Hall. https://bit.ly/3tmKkKs
Blumer, H. (2004). George Herbert Mead and human conduct. AltaMira Press.
Britzman, D. P. (1991). Practice makes practice: A study of learning to teach. State University of New York Press.
Bullough, R. V., Knowles, J. G., & Crow, N. A. (1991). Emerging as a Teacher. Routledge. https://bit.ly/3hb8y5o
Canagarajah, S. (2012). Teacher development in a global profession: An autoethnography. TESOL Quarterly, 46(2), 258-279. https://doi.org/10.1002/tesq.18
Canrinus, E.T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychology of Education, 27(1), 115–132. https://doi.org/10.1007/s10212-011-0069-2
Castells, M. (1997). The information age: Economy, society, and culture, Vol. II: The Power of Identity. Blackwell.
Cavalli-Sforza, L. L., Menozzi, P., & Piazza, A. (1994). The history and geography of human gene. The Journal of Asian Studies, 54(2). https://doi.org/10.2307/2058750
Chang, C. N. (2011). Teacher identity. Taiwan Teacher Education Epaper, 16, 1-4. https://bit.ly/3C4c89H
Chang, C. T. (2009). A narrative inquiry of teacher’s professional identity: A male preschool teacher’s quest and transformation. Journal of Research on Elementary and Secondary Education, 23, 81-111. https://bit.ly/3A6UKk6
Chao, H. M. (2018). From the Grade 1-9 Curriculum to the 12-Year Basic Education: Curriculum reforms and teacher professional development, [由九年一貫到十二年國教的課程改革與教師專業成長]. Taiwan Educational Review Monthly, 7(10), 178-181. https://bit.ly/2X7XDTx
Chen, B. D. (2010, Nov 29). Factors Influencing the Effectiveness of Education Reform, [教育改革成效的影响因素]. https://bit.ly/3yQLbnM
Cheng, Y. C. (2020). Education reform phenomenon: A typology of Multiple dilemmas. In Fan, G., Popkewitz, T. (Eds.), Handbook of education policy studies. Springer. https://doi.org/10.1007/978-981-13-8347-2_5
Cherry, K., & Susman, D. (2021, July 18). Erik Erikson’s stages of psychosocial development. Verywell Mind. https://bit.ly/3zTMS5o
Chhabra, G. (2020). Insider, outsider or an in-betweener? Epistemological reflections of a legally blind researcher on conducting cross-national disability research. Scandinavian Journal of Disability Research, 22(1), 307-317. http://doi.org/10.16993/sjdr.696
Chiou, Y. H. (2007). The narrative inquiry of an early childhood teacher’s identity. Journal of National Pingtung University of Education, 29, 1-34. https://bit.ly/3E95Irw
Chiu, C. H., & Wu, L. S. (2019). Professional identity of geographical teacher under the change of curriculum reforms. Taiwan Journal of Sociology of Education, 19(1), 1-41. https://bit.ly/3A8PDzG
Clandinin, D. (1985). Personal practical knowledge: A study of teachers’ classroom images. Curriculum Inquiry, 15(4), 361-385. https://doi.org/10.2307/1179683
Coldron, J., & Smith, R. (1999). Active location in teachers’ construction of their profes-sional identities. Journal of Curriculum Studies, 316, 711-726. https://doi.org/10.1080/002202799182954
College Entrance Examination Center. (2021, Sept 6). The college admission process in Taiwan. https://bit.ly/3jIPJse
Collins, F. S., McKusick, V. A., & Jegalian, K. (2012, March 29). Implications of the genome project for medical science. National Human Genome Research Institute. https://bit.ly/3tjjjHU
Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. Teachers College Press.
Connelly, F. M., & Clandinin, D. J. (1999). Shaping a professional identity: Stories of educational practice. Teachers College Press. https://doi.org/10.5860/choice.37-2299
Cooley, C. H. (1902). Human nature and the social order. Scribner. https://bit.ly/3ySStHQ
Cooper, R., Wolf-Maier, K., Luke, A., Adeyemo, A., Banegas, J. R. B., Forrester, T., Giampaoli, S., Joffres, M., Kastarinen, M., Primatesta, P., Stegmayr, B., & Thamm, M. (2005). An international comparative study of blood pressure in populations of European vs. African descent. BMC Medicine, 3(1). https://doi.org/10.1186/1741-7015-3-2
Côté, J. (2006). How close are we to developing a social science of identity?—An appraisal of the field. Identity, 6(1), 3-25. https://doi.org/10.1207/s1532706xid0601_2
Craig, C. J. (2011). Narrative inquiry in teaching and teacher education. In J. Kitchen, D. C. Parker, & D. Pushor (Eds.), Narrative inquiries into curriculum making in teacher education: Advances in research on teaching (Vol. 13, pp. 19-42). Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-3687(2011)00000130005
Dahrendorf, R. (1959). Class and class conflict in industrial society. Stanford University Press. https://doi.org/10.2307/2146399
Day, C. (2002). School reform and transitions in teacher professionalism and identity. International Journal of Educational Research, 37(8), 677–692. https://doi.org/10.1016/S0883-0355(03)00065-X
Dworet, D. (1996). Teachers’ identities: Overview. In M. Kompf, W. R. Bond, D. Dworet, & R. T, Boak (Eds.), Changing research and practice; Teachers’ professionalism identities and knowledge (pp. 67-68). Falmer Press. https://bit.ly/3z8d8rk
Erikson, E. H. (1968). Identity: Youth and crisis. W. W. Norton & Company. https://bit.ly/3ySEl1g
Evron, N. C. (2001). Beginning art teachers’ negotiation of their belifs and identity within the reality of the public schools. [Doctoral dissertation]. The Ohio State University. https://bit.ly/38XWfoI
Fausto-Sterling, A. (2010). Biology and identity. In M. Wetherell & C. T. Mohanty (Eds.), The SAGE handbook of identities (pp. 139-159). SAGE Publications Ltd. http://dx.doi.org/10.4135/9781446200889.n10
Fearon, J. D. (1999). What is identity (as we now use the word)? Stanford University. https://stanford.io/2WRjwG4
Flores, D. (2018). Standing in the middle: Insider/outsider positionality while conducting qualitative research with opposing military veteran political groups. SAGE Publications Ltd. https://bit.ly/3o1lXjv
Forrest, R., Lowe, R., Potts, M., & Poyser, C. (2019). Identifying the factors that influence teacher practice change in a single case study. Educational Psychology in Practice, 35(4), 395-410. https://doi.org/10.1080/02667363.2019.1623761
Foucault, M. (1980). Power/knowledge. Pantheon Books. https://bit.ly/3nhpCL1
Foucault, M. (1991). Discipline and punish: The birth of a prison. Penguin.
Foucault, M. (1998). The history of sexuality: The will to knowledge. Penguin.
Franco-Zamudio J., & Dorton H. (2014). Collective Identity. In T. Teo (Ed.), Encyclopedia of Critical Psychology (pp. 256-259). Springer. https://doi.org/10.1007/978-1-4614-5583-7_381
Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press. https://bit.ly/2WSBuIr
Fuller, F. F., & Brown, O. H. (1975). Becoming a teacher. In K. Ryan (Ed.), Teacher education (pp. 25-52). University of Chicago Press. https://bit.ly/3EkyfuD
Gabbert, L. (2007). Distanciation and the recontextualization of space: Finding one’s way in a small western community. The Journal of American Folklore, 120(476), 178-203. https://bit.ly/3EcBioC
Gao, X. Y. (1998). Contemporary social theory, [當代社會理論]. Wu-Nan.
Gaventa, J. (2003). Power after Lukes: An overview of theories of power since Lukes and their application to development. Institute of Development Studies. https://bit.ly/3hcgOlT
George, J., Mohammed, J., Quamina-Aiyejina, L., Fournillier, J., & Otway-Charles, S. (2001). Primary teacher trainees in Trinidad and Tobago: Characteristics, images, experiences, and expectations (Monograph Series No. 6). School of Education, UWI. https://bit.ly/3Ean87i
Getzels, J., & Guba, E. (1954). Role, role conflict, and effectiveness: An empirical study. American Sociological Review, 19(2), 164-175. https://doi.org/10.2307/2088398
Gibbs, B. J. (2017, August 21). Structuration theory. Encyclopedia Britannica. https://bit.ly/2X7YRh5
Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. University of California Press. https://bit.ly/3k0o4mI
Giddens, A. (1990). The Consequences of modernity (1st ed.). Stanford University Press. https://bit.ly/3Ai6Yqh
Giddens, A. (1991). Modernity and self identity. Stanford University Press. https://bit.ly/3BXBsxY
Gidden’s Structuration Theory. (2021, Sept 1). In MBALib. https://bit.ly/3yXFAw8
Gleason, P. (1983). Identifying identity: A semantic history. The Journal of American History, 69(4), 910-931. https://doi.org/10.2307/1901196
Gold, R. L. (1958). Roles in sociological field observations. Social Forces, 36(3), 217–223. https://doi.org/10.2307/2573808
Goodman, A. H. (2000). Why genes don’t count (for racial differences in health). American Journal of Public Health, 90(11), 1699-1702. https://doi.org/10.2105/AJPH.90.11.1699
Goodson, I. (2014). Investigating the life and work of teachers. Estonian Journal of Education, 2(2), 28-47. https://doi.org/10.12697/eha.2014.2.2.02b
Goodson, I. F., & Gill, S. R. (2020). Narrative pedagogy: Life history and learning. Wu-Nan.
Hall, S. (1989). Cultural identity and cinematic representation. Framework: The Journal of Cinema and Media, (36), 68-81. https://bit.ly/2Vy66OS
Hall, S. (1996). The questions of cultural identity. In S. Hall, D. Held, D. Hubert, & K. Thompson (Eds.), Modernity: An introduction to modern societies (pp. 595-634). Blackwell. https://bit.ly/3BPaJUi
Hamlaoui, S. (2021). Teachers’ resistance to educational change and innovations in the Middle East and North Africa: A case study of Tunisian Universities. In R. Ouaissa, F. Pannewick, & A. Strohmaier (Eds.), Re-Configurations (pp. 171-184). Springer. https://doi.org/10.1007/978-3-658-31160-5_11
Hermans, H. J. M. (1996). Voicing the self: From information processing to dialogical interchange. Psychological Bulletin, 119(1), 31-50. https://doi.org/10.1037/0033-2909.119.1.31
Holton, G. (2004). Robert K. Merton, 4 July 1910 · 23 February 2003. Proceedings of the American Philosophical Society, 148(4), 506-517. https://bit.ly/3haCmzj
Holt-Reynolds, D. (1991). The dialogues of teacher education: Entering and influencing preservice teachers’ internal conversations. National Center for Research on Teacher Learning. https://bit.ly/3k2NUq0
Horowitz, M. J. (2012). Self-identity theory and research methods. Journal of Research Practice, 8(2). https://bit.ly/3zg1Gu5
Hsieh, B. (2010). Exploring the complexity of teacher professional identity. [Doctoral dissertation]. UC Berkeley.
Hung, J. H. (2008). Between “structure-agency”: A study of the junior high school teachers’ professional identities. [Doctoral dissertation]. National Taiwan Normal University. https://bit.ly/3yPVjxi
Hwang, R. C. (1997). Modernity or post-modernity. Soochow Journal of Sociology, 6, 287-311. https://bit.ly/2XktPTz
Hyland, K. (2006). English for academic purposes: An advanced resource book. Routledge.
Karaolis, A., & Philippou, G. N. (2019). Teachers professional identity. In M. S. Hannula, G. C. Leder, F. Morselli, M. Vollstedt, & Q. Zhang (Eds.), Affect and mathematics education (pp. 397-417). Springer. https://doi.org/10.1007/978-3-030-13761-8_18
Kelchtermans, G. (2009).Who I am in how I teach is the message: Self-understanding, vulnerability and reflection. Teachers and Teaching, 15(2), 257-272. https://doi.org/10.1080/13540600902875332
Kelchtermans, G. (2000). Telling dreams: A commentary to Newman from a European context. International Journal of Educatonal Research, 33, 209-211. https://bit.ly/3yZ2naQ
Kellner, D. (2019, Dec 18). Jean Baudrillard. Stanford Encyclopedia of Philosophy Archive (Winter 2020 Edition). https://stanford.io/38P51p1
Knowles, J. G. (1992). Models for understanding pre-service and beginning teachers’ biographies: Illustration from case studies. In I. F. Goodson (Ed.), Studying teachers’ lives (pp. 99-152). Routledge. https://bit.ly/3BZ4Wvi
Ko, Y. C. (2001). Linkage analysis of schizophrenia with positional candidate genetic markers in Tao aboriginal families. National Science Council.
Korstjens, I., & Moser, A. (2018). Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. European Journal of General Practice, 24(1), 120-124. https://doi.org/10.1080/13814788.2017.1375092
Kramp, M. K. (2004). Exploring life and experience through narrative inquiry. In K. B. deMarrais, & S. D. Lapan (Eds.), Foundations for research: Methods of inquiry in education and the social sciences (pp. 103-121). Lawrence Erlbaum. https://bit.ly/391Uqae
Laclau, E., & Mouffe, C. (1985). Hegemony and socialist strategy. Towards a radical democratic politics. Verso Books.
Lai, T. H. (2020). Struggles for curriculum reform: A case study on an english subject leader’s change of emotions and professional identity. [Master’s thesis]. National Chengchi University. http://doi.org/10.6814/NCCU202000904
Lee, C. (2004). “Teachers are the leaders of reform”--An Interview with Tu Cheng-sheng. Taiwan Panorama. https://bit.ly/2WQgLp1
Lee, C. P., Hu, L.T., Chen, C. W., & Huang, W. L. (2019). The first stage for cultivating future civil servants: An analysis of the validity of the college multiple entrance program. Journal of Civil Service, 11(2), 27-63. https://bit.ly/3BGArub
Lexico (Ed.) (n.d.). Identity. In Oxford English and Spanish Dictionary. Lexico. https://bit.ly/3BP0ZJR
Lin, H. F. (2001). Trends of elementary educational reform in Taiwan from 1987 to 2001: Background, concept, and comment. Journal of National Taipei Teachers College, 14, 75-108.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications. https://bit.ly/3b1gweh
Liu, H. H. (2010). The practical thinking on the use of computer technology in school educational reform: Larry Cuban’s discourse on technology. Journal of Educational Practice and Research, 23(2), 125-152. https://doi.org/10.6776/JEPR.201012.0125
Liu, J., & Chen, J. L. (2019). EAP teachers’ identity construction in the context of curriculum reform. Education Research Monthly, 4, 81-87. https://bit.ly/2XiUakT
Liu, S. X. (2020). Competency-oriented teaching practice: in-depth dialogues between teachers engaging in three-phase class observations, [素養導向的教學實務:教師共備觀議課的深度對話]. Wu-Nan.
Lo, Y. J. (2005). The impact of school experience on college students’ identity development. [Master’s thesis]. Tunghai University. https://bit.ly/2Vr2a2y
Lopes, A. (2009). Teachers as professionals and teachers’ identity construction as an ecological construct: An agenda for research and training drawing upon a biographical research process. European Educational Research Journal, 8(3), 461-475. https://doi.org/10.2304/eerj.2009.8.3.461
Loughran, J. (2006). A response to ‘reflecting on the self.’ Reflective Practice, 7(1), 43-53. https://doi.org/10.1080/14623940500489716
Lyotard, J-F. (1984). The postmodern condition: A report on knowledge. Manchester University Press. https://bit.ly/3jPkawW
MacIntyre, A. (1984). After virtue (2nd ed.). University of Notre Dame Press.
MacLure, M. (1993). Arguing for your self: Identity as an organising principle in teachers’ jobs and lives. British Educational Research Journal, 19, 311-322. https://doi.org/10.1080/0141192930190401
Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3(5), 551-558. https://doi.org/10.1037/h0023281
Marcia, J. E. (1984). This week’s citation classic. Current Contents / Social and Behavioral Sciences, (48), 22-22. https://bit.ly/2Vlsfjm
Martínez-de-la-Hidalga, Z. & Villardón-Gallego, L. (2019). Teacher identity research and development. In G. W. Noblit (Ed.), Oxford research encyclopedia of education. Oxford University Press
Masoumpanah, Z., & Zarei, G. R. (2014). EIL, Iranian teachers’ professional identity and perception of professional competence. Procedia - Social and Behavioral Sciences, 98, 1100-1109. https://doi.org/10.1016/j.sbspro.2014.03.522
Masterson, J. F. (2001). Psychology of the real self: Psychoanalytic perspectives. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of social & behavioral sciences (pp. 12405-12409). Pergamon. https://doi.org/10.1016/B0-08-043076-7/03727-X
Mayntz, R. (1960). Review of Class and class conflict in industrial society by R. Dahrendorf. Political Science Quarterly, 75(3), 440-442. https://doi.org/10.2307/2146399
McAdams, D. P. (2001). The psychology of life stories. Review of General Psychology, 5(2), 100–122. https://doi.org/10.1037/1089-2680.5.2.100
McLeod, S. A. (2018, May 3). Erik Erikson’s stages of psychosocial development. Simply Psychology. https://bit.ly/2X1yMRb
McLeod, S. A. (2020). Vygotsky’s sociocultural theory of cognitive development. Simply Psychology. https://bit.ly/3b0RCi9
Mead, G. J. (1934). Mind, self, and society from the standpoint of a social behaviorist. University of Chicago Press. https://bit.ly/3jOA1vw
Merton, R. K. (1938). Social structure and anomie. American Sociological Review, 3(5), 672-682. https://doi.org/10.2307/2084686
Merton, R. K. (1968). Social theory and social structure. Simon and Schuster. https://bit.ly/3n8ZxxN
Ministry of Education. (1998). General guidelines of Grade 1-9 Curriculum for elementary and junior high school education. https://bit.ly/2WRPcvw
Ministry of Education. (2014). Curriculum guidelines of 12 Year Basic Education general guidelines. https://bit.ly/3yOFpD4
Newman, C. S. (2000). Seeds of professional development in pre-service teachers: A study of their dreams and goals. International Journal of Educational Research, 33(2), 123-217. https://doi.org/10.1016/S0883-0355(00)00003-3
Nias, J. (1987). Teaching and the self. Cambridge Journal of Education, 17(3), 178-185. https://doi.org/10.1080/0305764870170313
Niemirowski, T. (2014). Two aspects of identity as determinants of human moral development. Horyzonty Psychologii, 7-44. https://bit.ly/2WXifxD
Olsen, B. (2010). Teaching for success: Developing your teacher identity in today’s classroom. Paradigm.
Oxford English Dictionary (Ed.) (1989). Identity. In Oxford English Dictionary the 2nd Edition. https://bit.ly/3BLDu4o
Paechter, C. (1996). Gender, identity, status and the body: Life in a marginal subject. Gender & Education, 8(1), 21-30. https://doi.org/10.1080/713668484
Parsons, T. (1968). The structure of social action. Free Press. https://bit.ly/3DXC2xu
Poorvu Center for Teaching and Learning (2021, Sept 12). Reflective Teaching. Yale University. https://bit.ly/3E9GWYi
Rabinow, P. (Ed.). (1991). The Foucault reader: An introduction to Foulcault’s thought. Penguin.
Råheim, M., Magnussen, L. H., Sekse, R. J., Lunde, Å., Jacobsen, T., & Blystad, A. (2016). Researcher-researched relationship in qualitative research: Shifts in positions and researcher vulnerability. International journal of qualitative studies on health and well-being, 11, 30996. https://doi.org/10.3402/qhw.v11.30996
Redmond, M. V. (2015). Symbolic interactionism. In M. V. Redmond (Ed.), English technical reports and white papers English. Iowa State University. https://bit.ly/3hbjgc6
Reis, D. S. (2015). Making sense of emotions in NNESTs’ professional identities. In Y. L. Cheung, S. B. Said, & K. Park (Eds.), Advances and current trends in language teacher identity research (pp. 31-43). Routledge. https://bit.ly/390eppP
Reynolds, C. (1996). Cultural scripts for teachers: Identities and their relation to workplace landscapes. In M. Kompf, W. R. Bond, D. Dworet, & R. T. Boak (Eds.), Changing research and practice; Teachers’ professionalism identities and knowledge (pp. 69-77). Falmer Press. https://doi.org/10.1201/9781315043227-9
Richter, E., Brunner, M., & Richter, D. (2021). Teacher educators’ task perception and its relationship to professional identity and teaching practice. Teaching and Teacher Education, 101(3), 1-10. https://doi.org/10.1016/j.tate.2021.103303
Ricoeur, P. (1988). Time and narrative (K. McLaughlin & D. Pellauer, Trans.). University of Chicago Press.
Ritzer, G. (1996). Sociological theory (4th ed.). McGraw-Hill Companies. https://bit.ly/3BQJlp6
Roland, B. (1097). The pleasure of the text. Hill & Wang.
Russell, G. M., & Kelly, N. H. (2002). Research as interacting dialogic processes: Implications for reflexivity. Forum: Qualitative Social Research, 3(3). https://doi.org/10.17169/fqs-3.3.831
Scharlemann, R. (1985). Ricoeur’s mimetic trinity: A review. Journal of the American Academy of Religion, 53(2), 271-275. https://bit.ly/3ldXGFn
Schepens, A., Aelterman, A., & Vlerick, P. (2009). Student teachers’ professional identity formation: Between being born as a teacher and becoming one. Educational Studies, 35(4), 36-378. https://doi.org/10.1080/03055690802648317
Sewell Jr., W. H. (1992). A theory of structure: Duality, agency, and transformation. American Journal of Sociology, 98, 1-29. http://dx.doi.org/10.1086/229967
Shaffer, L. S. (2005). From mirror self-recognition to the looking-glass self: Exploring the justification hypothesis. Journal of Clinical Psychology, 61(1), 47-65. https://doi.org/10.1002/jclp.20090
Shahri, M. N. N. (2018). The development of teacher identity, emotions and practice: Before and after graduation from an MA TESOL program. System, 78, 91-103. https://doi.org/10.1016/j.system.2018.08.003
Sidis, B., & Goodhart, S. P. (1904). Multiple personality: An experimental investigation into the nature of human individuality. D Appleton & Company. https://doi.org/10.1037/10559-000
Silva, M., Parra, M., Reyes-Arriagada, R., & Brito, J. (2021). Teachers’ science camp experiences in southern Chile: Strengthening teacher identity and continuing education. LUMAT: International Journal on Math, Science and Technology Education, 9(1), 397–425. https://doi.org/10.31129/LUMAT.9.1.1398
Sim, S. (2001). Postmodernism and philosophy. In S. Sim (Ed.), The Routledge Companion To Postmodernism (pp. 366-367). Routledge. https://bit.ly/3DVQAxM
Smelser, N. J. (1981). Sociology (1st ed.). Prentice Hall.
Smelser, N. J. (1991). Sociology (4th ed.). Prentice Hall. https://amzn.to/3zWjv2q
Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387-431. https://doi.org/10.3102/00346543072003387
Tang, S. H. (2010). Different interpretations of curriculum and textbooks from k-9 teachers in Taiwan and the U.S. Journal of Textbook Research, 3(2), 63-92.
TAO School of Liberation. (2019, May 16). Four factors in educational reform by Howard Gardner. https://bit.ly/3hp37jN
The Executive Board of the American Anthropological Association. (1998, May 17). AAA statement on race. American Anthropological Association. https://bit.ly/3DRIF4r
Thompson, K. (2016, May 27). Giddens: Modernity and self-identity – Introduction and chapter one (A summary). ReviseSociology. https://bit.ly/394uyuF
Tsai, Y. Y. (2011). Gene technology, race/ethnicity, aboriginal health and social inequality, [基因科技、種族/族群、原住民的健康與社會不平等]. Academia Sinica Newsletter, 1325. https://bit.ly/38L9t8k
Tsybulsky, D., & Muchnik-Rozanov, Y. (2019). The development of student-teachers’ professional identity while team-teaching science classes using a project-based learning approach: A multi-level analysis. Teaching and Teacher Education, 79, 48-59. https://doi.org/10.1016/j.tate.2018.12.006
Tu, C. S. (2007). Educational Reform in Taiwan: Retrospect and Prospect. Ministry of Education, Republic of China (Taiwan). https://bit.ly/2WPBtFv
Turner, J. C., & Onorato, R. S. (1999). Social identity, personality, and the self-concept: A self-categorizing perspective. In T. R. Tyler, R. M. Kramer, & O. P. John (Eds.), The psychology of the social self (pp. 11-46). Lawrence Erlbaum Associates Publishers. https://bit.ly/3jR8iuf
UKEssays. (2018, Jul 19). Identity and postmodernism. UKEssays. https://bit.ly/38NBOL5
Urbanski, S. (2011). The identity game: Michel Foucault’s discourse-mediated identity as an effective tool for achieving a narrative-based ethic. Open Ethics Journal, 5(1), 3-9. https://doi.org/10.2174/1874761201105010003
Veen, K. van, Sleegers, P., & Ven, P. van de. (2005). One teacher’s identity, emotions, and commitment to change: A case study into the cognitive–affective processes of a secondary school teacher in the context of reforms. Teaching and Teacher Education, 21(8), 917-934. https://doi.org/10.1016/j.tate.2005.06.004
Veen, K. van, & Sleegers, P. (2006). How does it feel? Teachers’ emotions in a context of change. Journal of Curriculum Studies, 38(1), 85-111. https://doi.org/10.1080/00220270500109304
Venema, H. (2000). Paul Ricoeur on refigurative reading and narrative identity. Symposium, 4(2), 237-248. https://doi.org/10.5840/symposium20004219
Vignoles, V. L. (2018). Identity: Personal and social. In Deaux, K. & Snyder, M. (Eds.), Oxford handbook of personality and social psychology (2nd ed.). Oxford University Press. https://bit.ly/3t0pTUP
Wa-Mbaleka, S. (2019). Ethics in qualitative research: A practical guide. International Forum Journal, 22(2), 116-132. https://bit.ly/3NJmLVf
Wang, W. G. (2019). Teachers’ sensemaking of the implementation of the curriculum guidelines of 12-year Basic Education, [教師對十二年國民基本教育課程綱要實施的釋意]. Taiwan Educational Review Monthly, 8(10), 31-36. https://bit.ly/38YQ2sL
Wei, G. (2021). Imagined professional identity: A narrative inquiry into a Chinese teacher’s perezhivaniya in life. Teaching and Teacher Education, 102(4). https://doi.org/10.1016/j.tate.2021.103337
Weick, K. E. (1995). Sensemaking in organizations. Sage. https://bit.ly/3tyNc7b
Willis, B. (2014, Jul 5). The advantages and limitations of single case study analysis. E-International Relations. https://bit.ly/3EbpKBF
Writing@CSU. (2021, Sept 12). Narrative Inquiry. Colorado State University. https://bit.ly/3C4WM4J
Wu, S. S. (2003). A narrative inquiry to teacher’s identity from a lifelong learning perspective. [Doctoral dissertation]. National Taiwan Normal University. https://bit.ly/3tyc3YG
Yang, C. L. (2008). The influence of educational reform on teachers’ professional identities: An exploratory study of five junior high school teachers. Journal of National Taiwan Normal University: Education, 53(1), 25-54. https://doi.org/10.3966/2073753X2008045301002
Yang, S. K., & Huang J. L. (2016). Teacher education in Taiwan: State control vs marketization. Routledge.
Zhao, W., Mok, I., & Cao, Y. (2019). Factors influencing teachers’ implementation of a reformed instructional model in China from the theory of planned behavior perspective: A multiple case study. Sustainability, 12(1), 1-21. https://doi.org/10.3390/su12010001