台灣教育改革浪潮下，國小英師路難行：師脆弱性

The Study of English Teachers' Vulnerability at the Primary School under the Wave of Taiwan Education Reform

國內對於教師脆弱性之研究不多，近期的研究（陳惠雪，2020）為探討國小級任教師專業脆弱性的本質，然並沒有探究國小科任老師在教學現況中的教師脆弱性，也未深刻探索鉅觀的教育改革浪潮對老師專業脆弱性的影響，因此本研究訪談了六位的國小英語老師，採Kelchtermans（2011）和Song（2016）的分析架構，以建制俗民誌的方法來探討國小英語老師的脆弱性來源以及因應的相對策略。研究結果微觀角度發現其脆弱來自於：（1）工作負擔超過負荷；（2）英語同僚間的關係；（3）教學方向不能自主；（4）教學績效制。而從鉅觀的角度得知受台灣教育改革的影響，英語計畫如多頭馬車，英語老師只能配合。面對脆弱感的因應策略，本文的受訪者採取正向的態度，藉由提升自己的教學專業能力和調整心態來因應。

Few studies had conducted on teacher’s vulnerability in Taiwan. The recent research (Chen, 2020) aimed to explore the nature of the professional vulnerability of primary school teachers; however, this previous study had explored the homeroom teachers’vulnerability instead of the subject teachers’. Moreover, the impact of the giant educational reform wave on teachers’professional vulnerability hadn’t been mentioned in Chen’s study. Therefore, this study shed light on the source of primary school English teachers’vulnerability and the relative strategies of dealing with the vulnerability. The study applied institutional ethnography to analyze interviews of six primary school English teachers, and adopted the analytical framework of Kelchtermans (2011) and Song (2016). From the micro perspective, the research results are found that primary school English teachers’vulnerability comes from: (1) the overload of work load; (2) the relationship between English colleagues; (3) the teaching direction cannot be autonomous; (4) the teaching performance evaluation system. From the macro perspective, it is known that English teacher can only cooperate passively in tons of English plans due to the influence of Taiwan's education reform. In terms of strategies for dealing with the vulnerability, the respondents in this article adopted a positive attitude and faced the challenges through improving their professional teaching ability and adjusting their mentality.