疫情下線上教學斷裂與自我認同轉變──以大學通識英文教師為例

Online Teaching Disjuncture and Identity Transformation in a Pandemic Era: A Case Study of University General English Instructors

2020年因疫情世界大學普遍採線上教學，台灣僅少數大學採線上教學，2021年五月，教育部緊急宣布所有大學採線上教學。過去探討線上教學形塑自我認同研究少追蹤自我認同變化後，再投入線上教學的實踐轉變。本研究分析教師線上教學斷裂影響自我認同變化與後續線上教學實踐的軌跡。深度訪談一所大學六位於2020年與2021年兩次長時間線上教學之通識英語教師，採建制俗民誌分析教學斷裂與自我認同變化。研究發現，即使對線上教學熟悉，教師仍經驗三種教學斷裂：一）達成有效教學與課堂互動的迷惘、二）完成課堂管理工作的不安全感、三）回應行政檢核修正教學模式的退讓。後疫情時代線上教學或將成為新常態，釐清線上教學工作圖像，有助教師建構線上教學自我認同。

University instructors worldwide conducted their teaching online in 2020 during the lockdown. Although only a few university instructors in Taiwan utilized online teaching in 2020 because of the COVID-19 pandemic, all university instructors rapidly adopted online teaching after the Ministry of Education declared an emergency in a May 2021 announcement. Although teacher identity changes in online teaching contexts were reported in previous studies, their impacts on latter online teaching practices have rarely been discussed. The study aims to map the trajectory of university instructors’ past online teaching disjunctures and identity transformation with their recent online teaching practices. The study applies institutional ethnography to analyze interviews of six university instructors who adopted online teaching in 2020 and 2021. Impacts from disjuncture to their identity transformation in their first online teaching experience were traced to map the changes in their second online teaching practices. Even though some instructors were familiar with online teaching, they still experienced three types of online teaching disjuncture: 1) confusion about how to stimulate effective teaching and classroom interaction; 2) insecurity in handling classroom management; 3) retreat in making pedagogical decisions when they faced administration’s requirements. As online teaching may become the “new normal” in a post-pandemic era, mapping instructors’ online teaching disjuncture may benefit their online teaching identity construction.