論新手代理教師於不確定中的適應性專業能力發展

Navigating Uncertainty: Adaptive Expertise in Novice Substitute Teachers

出生率的下降以及全球人工智慧的不斷強化使得台灣大多數的學校招聘專任教師的意願降低。教師工作機會緊縮，加上每年大量預備教師從大學畢業，使得教師甄試考試競爭益發激烈。造成許多預備教師在尚未通過教師甄試考試前，不得已先選擇暫時擔任代理教師的工作。代理教師一邊以新手之姿擔任教師工作，一邊準備競爭激烈的教師甄試考試，面對這兩邊龐大的壓力，代理教師是否能展現適應性專業能力以及他們的教師專業發展過程是台灣教育界極為重要的問題。然而，當今大多數關於教師專業發展的研究主要關注已經教學一段時間的教師或準教師，忽略了代理教師所面臨的獨有問題。因此，本研究希望填補此缺口，採用質化研究方法，針對兩位高中代理教師進行深度觀察與採訪。透過教學現場觀察，深度面談，探究代理教師在面對困難時，是否有潛力展現適應性專業能力？這些專業能力會被哪些因素所影響？研究結果顯示，高中代理教師通常具備認知/後設認知、教學，以及專業代理人的適應專業潛力。而影響代理教師最重要的因素是個人不確定生涯造成的內在情感因素。

The decline in birthrates and the prevalence of AI technology have led schools to favor hiring substitute teachers over full-time staff due to budget concerns, increasing the competitiveness of teacher screening tests. Many substitute teachers not only take on courses left by others but must also prepare for the screening tests to secure full-time positions. Existing research predominantly focuses on pre-service and experienced teachers, rarely addressing substitute teachers’unique issues. This qualitative study examines the potential for adaptive expertise of Taiwanese substitute teachers and influencing factors across three dimensions: social, affective, and cognitive/meta-cognitive. The findings indicate that these teachers showed potentially adaptive social, affective, and cognitive/meta-cognitive capabilities, as well as significant capacities for teaching and professional agency. The most significant factors shaping their professional development are cognitive and personal/affective factors.