體育教學的勇氣──反思「本科非專」的大專體育教師在教學實踐上的存在意義

The Courage to Teach in P.E.: On the Reflection of the Meaning of Being among the P.E. College Teachers without a Teacher Certificate

國高中體育教師在我國的法規下，有著明確地養成路徑與資格考核，然而對於大專體育教師則並未對教育專業學程部分有明確地規範與要求，在這樣的狀況下，體育運動科系出身卻未具備考取教師證資格的「本科非專」體育教師，便陷入了一種教師身分認同上的存在困境。本科的背景使他不得不面對教育專業的必要性，但本科非專教師的身分卻讓他對自己所缺失的教育專業產生了許多在身分認同上的矛盾。這些矛盾在體育教學的過程中，不斷地產生諸多如資格缺失(lack of qualifications)、不會教(being unable to teach)與教不好(can`t teach well)等三種教學恐懼，並陷入到種種的自我懷疑與否定後，且更進一步地影響其教師身分認同的生成。本研究將透過Palmer在1997年所著的《教學的勇氣》一書中所提及之相關教學觀點，將教學的重點從傳統的教學敘事轉向到教師的自我認同與人格整合進行處理。並藉由將筆者作為本科非專體育教師的教學歷程作為分析材料，利用Palmer的論點結合Britzman與Zembylas等人的分析框架，重新對其存在困境與存在意義進行廓清，之後待透過釐清與傳統教學敘事之間的矛盾關係後，回到本科非專體育教師自身存在意義的重新追問。最終發現其之所以在面臨種種自我懷疑與否定的狀況下，仍願繼續追求成為一位體育教師的原因，是在於對運動的熱愛，藉透過將運動視為一種Palmer意義下的課題或真理，發現其便是以此重新發展出屬於本科非專體育教師認同的新敘事，以及重新釐清其與傳統專業敘事與規範性論述的關係，並在這一認同建構的探索歷程中，發現了一種體育教學的勇氣。

Under the law in Taiwan, P.E. teachers at junior high school and senior secondary school are specifically required to pass a qualification examination and obtain a teacher certificate.
However, P.E. teachers at junior colleges are not subject to this requirement. As a result, individuals—who hold an undergraduate degree from the Department of Physical Education and Sport but have not completed the Teacher Education Program or obtained a teacher certificate—face challenges regarding their professional identity. Their undergraduate background compels him to face the requirements of Teacher Education Program, leading to numerous identity conflicts that cause them significant distress and anxiety in their teaching roles. In the process of P.E. teaching, various contradictions give rise to fears, such as the fear of being unable to teach and teach well or the lack of qualifications. These challenges lead teachers into self-doubt and self-negation, ultimately affecting the formation of their professional identity. Hence, drawing on the teaching concepts explored in Parker J. Palmer’s The Courage to Teach (1997), this study will shift the focus from traditional teaching narratives to teachers’self-identification and personality for further discussion. By reflecting on the author’s teaching experience as a teacher from the Department of Physical Education and Sport who does not hold a teacher certificate, this paper applies Palmer’s contention, along with the analytical frameworks of scholars such as Britzman and Zembylas, to explore his dilemma and the meaning of being. After clarifying the contradictions within the traditional teaching narrative, the paper then returns to pursue further inquiry about their meaning of being of those teachers without holding a teacher certificate. Finally, the study found that the researcher’s passion for sports enables them to pursue their career as a P.E. teacher, despite self-doubt and self-negation. Drawing on Palmer’s concepts of subject and truth, this paper recounts and develops a unique narrative specifically for P.E. teachers without a teacher certificate. Through the exploration of identity construction, the study reveals a form of courage in P.E. teaching.