師說心語：教師專業的脆弱性

Teachers’ Talk: Teachers’ Professional Vulnerability

本研究以詮釋現象學的方法，傾聽與理解教師身處的社會脈絡、心裡的真實想法與語言背後的意義，探討國小教師專業脆弱性的本質。研究發現教師專業的脆弱性來自教學專業不受尊重，教學方向受控制：上級主任校長有權，教師只能配合；教師專業淪為同事之間的人氣、資源、關係的比較；教師專業受到家長的質疑、告狀、投訴；教師專業認同受到成績至上和升學率的打擊，教師專業的脆弱性重擊有責任感的教師。研究建議教師需強化自身專業的反省批判力；行政端應檢視教師工作的合理性；教育當局則設法擴大教師支持系統之影響力。

This study explores the issue of teachers’ professional vulnerability using a hermeneutic phenomenology method. Six elementary school teachers participated in this study and shared their life experiences while on the job. It aims to investigate teaching experience as teachers live it. This study reveals that these teachers’ profession is dominated by the authority of principals, challenged by their coworkers, criticized by students’ parents, and impacted by the examination results of students. While these teachers believe their profession is highly valued, these challenges impose burdens on the teaching profession and make them feel vulnerable. The paper suggests the government should aim to protect teachers from arbitray scrutiny, teachers should develop critical thinking toward their teaching, and Teacher’s Support System for Professional Development should be made better known to the public.