十二年國民基本教育課程改革中教師能動性之使動與制約因素：社會結構二元論觀點

The Enablement and Constraint Factors on Teacher Agency of 12-year Basic Education Curriculum Reform: A Perspective of Social Structure Duality

本研究以社會結構二元論觀點，分析教師知覺的使動與制約條件，以了解十二年國民基本教育課程改革下參與和未參與校訂必修課程革新的教師能動性差異。本研究採一所高中為個案研究對象，訪談參與與未參與課改教師共計12位，經過三階段編碼後獲得結果：1.學校聲望與同儕互動是使動教師參與的重要因素。2.更具說服力經驗是使動教師參與課改的來源之一。3.配套措施的制度規則與時間資源是制約教師決定行動的條件。4.教師對學科屬性的立場異於政策，揭示後期中等教育目標與入學制度，成為影響教師行動的規範因素。5.教師個人對課改理念、學生學習、替代經驗的立場不同，顯示教師是從不斷再生產行動中累積經驗，內化為解讀社會結構的意義與價值，進而使動或制約教師產生行動的決定。

This study aims to explore the enabling and constraint factors impact on teachers' participation in the curriculum reform of 12-year basic education from perspectives of duality of social structure. The data were collected from a pilot school, with interviews of 12 teachers as participants and also non-participants to shed light on their visions and practices in responding to the educational reform policy. Our study found that: (1) school reputation and collegial interaction are important factors of enabling teachers; (2) pervasive experience is also a resource of enabling teachers; (3) regulations and rules and time resources are the factors that constrain teachers' decision-making actions; (4) teachers who expressed different perspectives from the policy on the subject teaching reveal the post-secondary education goal and admission system becoming a factor constraining teachers' action; and (5) teachers who have different beliefs on the concept of curriculum reform, student learning, and alternative experience argue that they accumulate experience in continuous reproduction operations, and such an internalization is the source of value and value of teachers' interpretation of social structure, which in turn enables or constrains their action decision.