教師專業身分形構：批判的教育社會學分析與研究

The Configuration of the Professional Identify of Teachers: The Analysis and Research of Critical Sociology of Education

本文透過批判的教育社會學架構，藉由文獻分析與辯證思考，讓隱身在教師專業身分背後的知識/權力意識形態現身，也讓國家無形的手現形。研究發現，國家在現代社會中扮演著建構霸權角色，形塑出「去專業化」的教師身份認同；而教師意識覺醒的引領，則形塑出「再專業化」的教師身份認同；另外在主體展開對話與解放行動中，形塑出「新專業化」的教師身份認同。這一連串從「去專業化」，再到「再專業化」，最後達到「新專業化」教師身份認同的歷程，正是教師突破結構束縛，展現主體動能，生產創新文化的奮鬥過程。最後提出結論與建議，作為教育政策制定、教師專業發展及師生共創文化之參考。

In this study, through the framework of critical sociology of education, literature analysis, and dialectical thinking, the knowledge/power ideology behind the professional identities of teachers were revealed, which in turn made the invisible hand of the country appear. Findings show that a country plays the role of a hegemonic constructor in the modern society, which leads to the de-specialization＂ of teachers’ identities. With the guide for the awakening of teachers’ consciousness, the ＂re-specialization＂ of teachers’ identities can be reshaped. In addition, through the dialogue of the subject and liberation actions, the ＂new professionalism＂ of teachers’ identities can be shaped. The series of ＂de-specialization ＂,＂re-specialization＂, and finally ＂new specialization＂ of teachers’ identities is the process of teachers’ struggle to breakthrough structural bonds, demonstrate the momentum of the subject, and generate creative cultures. Finally, conclusions and recommendations were proposed to serve as a reference for education policy formulation, professional development of teachers, and the joint creation of cultures by teachers and students.