以符號互動論觀點檢視實習教師教育實習後教師角色定義之轉變

The Analysis of Teacher Identity Construction among Preservice Teachers after Internship through the Aspect of Symbolic Interactionism

教育實習是幫助實習教師定義其個人之教師角色的重要時期。本研究以符號互動論之觀點檢視實習教師在實習前後對於教師角色定義的轉變。本研究以一中部私立大學實習生為母群，收集38份教師角色形容字卡進行內容分析，並招募六位實習教師參與半結構式訪談。研究發現教師角色受到實習現場學生團體的言語、行為（正向回應或問題行為）、態度，及輔導教師的身教、鼓勵話語等影響，由原本實習前專業知識引導者轉變為生活規範的鞭策者與像媽媽全面型的管教角色。也發現對於教師原本自由與專業的形象，改變為犧牲私人時間與自由進行教學與陪伴的角色。最後研究建議應增強實習教師對於現今學生青少年次文化與自我心理衛生保健的知能，並提升家長與社區對於學生管教上的支持，使教師減輕學生一般生活相關之管教壓力。使實習教師至終能有效發展出正向的教師角色形象。

The period of internship is the critical time for preservice teachers to build their identity as teachers. This research examines the changes in teacher identity after preservice teachers finish their internship through the lance of symbolic interactionism. Overall, 38 word cards on the descriptions for teacher identity were collected for content analysis. 6 preservice teachers were invited to the semi-structured interview and also conducted their internship diary document analysis. The findings of this research suggest that the teacher identity of the preservice teacher is highly impacted by the student groups and the mentors in the school they practice internship. The conversation, interactions (positive or negative), and attitude of the students, and the behavior and encouragement from the mentor are the key factors that impacted the teacher identity, which turned from a professional instructor of knowledge to a wholistic manager and pusher of daily life manner similar to the role of a parent. This study suggests that the preservice teachers should be given more empowerment on the knowledge of subculture of the teenager and also learn the skills of maintaining their mental health before the internship, and the local community and parental groups shall also provide support in managing the manner of their children. Through these changes, the teacher identity should then become more positive for the preservice teachers.