從身份認定的追尋到研究的再建構：一位小學教師與研究生的發聲

Identity and Research：A Teacher/Researcher Voicing

本文是我－－一位在研究所進修博士學位的小學教師的發聲紀實。發聲是一種自我反思歷程，是釐清自己與他者間差異的歷程。我由解析「小學教師」對我的意義著手，發現在十幾年的任教生涯中，「小學教師」身份對我從初時單純的上下班謀生角色，逐漸轉換成如影隨形的自我身份認定。為了更深入探索，我從文獻中探討自我身份認定的意涵，因此耙梳出－－自我身份認定是一種劃界，截然劃出自己與他者，彼此間形成差異，在此劃界中他者被建構而出。由此進一步思索：自己與那些參與研究之他者的關係。本研究中，我承載著與同在研究中那些教師們一樣的身分；在教學上，我被視為較同儕教師們更具學術知識的研究生，這種差異有助於釐清我與他者的不同，因此建構出研究新義－－一種跨越差異的對話歷程。跨越差異的對話研究並不企圖尋找研究者與被研究者問的平等位置，而是體察兩者問的差異，並以此差異做為一種多元視野，以對話方式進行分享，最終融合出最佳觀點。為了建構跨越差異對話研究的具體可行步驟，我邀請一位在小學已有十年任教經驗的老師一起進入研究和我對話，由此建構出「調整研究者心態」、「願意分享的對話對象」、「以三種對話方式進行分享」、以及「三向度敘事式分析」等四個具體步驟。

As an elementary school teaching and a Ph.D. program student, I write this article as an attempt of voicing through both my identity as a teacher and a researcher. “Voicing” is a process of self-reflection which can help clarify the differences between the “self” and “others.” With an in-depth analysis on the meanings of both identities, I became aware of the differences I bear upon me, both among fellow teachers and among researchers. To elucidate the gap between these two identities, I have invited another elementary school teacher who has had more than 10 years experiences in teaching for a dialogue. Through this voicing process, I find that the best vintage point can be reached through four procedures, namely, “adjusting attitudes,” “sharing via conversations,” “enacting a three-dimensional dialogues,” and “establishing a three-dimensional narrative.”