國小代課教師文化之研究

A Study on the Culture of Substitute Teachers in the Elementary Schools

本研究旨在瞭解代課教師在學校環境的結構約制下，所形成的特殊文化。研究者選取鳳凰國小為研究的個案，且以該校六位不同背景之代課教師為研究對象，主要採取俗民誌方式，經由長期浸潤研究場域，以瞭解其文化的形成過程。最後，將蒐集的資料進行分析與討論後，獲致以下重要結論：代課教師在結構約制下，雖亟欲爭取認同，但經常遭遇到挫敗；代課教師會符合學校的基本要求，並嘗試積極參與校務，但終究不抵結構的壓迫，而感到灰心與沮喪；代課教師經常會特別關注弱勢學生，也會強化學生學習績效，以證明自己存在的價值；短暫的追求專業認同，但卻只是一帖止痛劑。

The study is aimed at understanding the unique culture of substitute teachers in the elementary schools， which is formed under the conditioned and institutional structure of schools. This is a case study of Phoenix Elementary School and the research subjects are six substitute teachers with different backgrounds in the same setting. The ethnographical research method is taken and the researcher has immersed himself in the research field for a long time to understand fully the formation process of the culture of substitute teachers. After the data is discussed and analyzed， the conclusions are as follows. First， under the influence of external conditioning structure， the substitute teachers are strived for recognition， but they encounter difficulties and setbacks frequently. Second， the substitute teachers participate in school administration positively， but end up with submission to the repression of structure in despair. Third， for asserting the value of their existence， substitute teachers are concerned with disadvantaged students particularly and it turns out that their students’ academic achievements are greatly enhanced. Eventually， the actions they take in pursuit of professional recognition in a short period only turn out to be a painkiller.