小學教師的專業、身份認定與生存：一個探詢研究焦點的歷程

Professionalism, Identity, and Survival of Primary School Teachers: A Process of Inquiring Focuses Research Foci

這個文本敘說的就是我：一個在博士班進修的小學教師，遵循紮根理論的典範，放下大理論家所建立的架構，從自己周遭的生活經驗（小學的教育現場）中，尋找畢業論文研究焦點的歷程。這個探尋焦點的歷程雖然不完整，但卻真實呈現矛盾與衝突，雖然無法解釋任何現象，但卻使進一步的理論建構充滿無限的可能。在我不斷提問、與不斷探究的交互歷程中，小學教師的「身份認定」、「專業」、和「生存」等研究焦點依序浮現。

Researcher/teacher, both of the roles are put on me which drive the research process. I adopted the paradigm of grounded theory. I followed its nature of emergency to inquire focuses of the research. The data was collected from where my teaching career is taking place. I analyzed votes of “Power Teacher” collected from students and parents. Then I interviewed two of the “Power Teachers＂. I find three foci of the research：. 1. Teachers are situated at a field where is no one talks about professionalism. 2. Teachers’ identity is “I am a good teacher”. 3. Teachers’ professional identities form a strong line of defense that prevents their survival are threatened. Primary school teachers’ professionalism, identity, and survival are the foci of my research. I clarify the focus on the research process, but it brings me to another vagueness. The process is a prelude, not a ending.