弱勢者教育改革中教師專業認同之研究：偏鄉學校教師敘事的省思

The Educational Reform for the Disadvantaged and Teachers' Professional Identities: The Narratives of Remote Area Teachers

摘要本研究旨在探究在弱勢者教育改革政策下，偏鄉教師建構自我專業認同的歷程、影響因素和困境。為達上述研究目的，本研究採敘事探究取向，訪談兩位偏鄉教師，經由對教師訪談文本的分析發現，在弱勢者教育改革下，偏鄉教師專業認同的過程並非朝線性發展，其會受到來自學校或社區生態，以及教師個人過去經驗的影響；其次，偏鄉教師專業認同的形塑過程是充滿複雜性與矛盾性；最後，偏鄉教師在實踐其專業認同時會呈現能力不足之處。根據上述研究結果，本研究再針對和弱勢者教育改革與教師專業認同有關的議題進行探入探討，並進一步提出包括政策制定、師資培育、教師專業認同及後續研究等方面的建議。

AbstractThe study aimed to discuss the process， the factors and the dilemmas for theteachers from the remote areas to construct self professional identities under theeducational reform policy for the disadvantaged. In order to reach the purposes above，the study used narrative inquiry to interview two teachers who were from the remoteareas. Through the analysis of the related datum， the study pointed out that under theeducational reform policy for the disadvantaged， the remote teachers’ professionalidentities were not linear development. Further， the main influences included schoolor community environment and teacher’s personal past experiences. Finally， theprocesses of the professional identities construction was not only complex andconflict， but also showed the weaken ability of the teachers to practice professionalidentities. Based on the result of the study above， the study provided somesuggestions for teacher education， policy making and future research.