返景入深林：一位高中IB教師社會化歷程之自我敘事探究
No Thumbnail Available
Date
2020
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
隨著國際教育的蓬勃發展，台灣逐漸引入IB教育於師資培育或教學的現場當中。然而，IB教育不論在理念和目標上，都和目前台灣現行之教育體制截然不同，勢必會讓從台灣體制進入IB體系的教師們遇到問題，並有所改變。
本研究以自我敘事的研究方法，將筆者自身的社會化歷程予以記錄、描述與分析，了解台灣體制教師在進入IB體系後所遇到的困境與問題與因應方式。根據資料分析，歸納出以下研究結論:
一、身為IB教師的我，如何從遭遇的困境中學到如何在組織裡存活。
二、身為IB教師的我，認知到IB唯一終身教育之實踐與其課堂身分。
三、身為IB教師的我，整個社會化發展的歷程是從自我懷疑邁向自我追求。
四、身為IB教師的我，在面對學校組織的壓力與要求時，從沉默順從轉化為爭取發聲。
With the booming of the international education, there are more and more IB schools in Taiwan. Some of the public schools have the tendency to introduce IB systems, however, this action may trigger some problems that teachers must face and deal with. Therefore, the purpose of this study is to explore the socialization process of a Taiwanese high school IB teacher. This study uses the self-narrative to write down my stories becoming an IB teacher. According to the analysis of all the documents and my stories, the conclusions are as follow: 1.IB teacher has faced the problems from how to teach to how to survive. 2.IB teacher learned that IB is a practice of life-long learning and the role in the classroom. 3.The socialization of the IB teacher is from self-doubt to self-improvement. 4.IB teacher was silent and followed the school’s requirements in the beginning, and learn to fight for herself in the end.
With the booming of the international education, there are more and more IB schools in Taiwan. Some of the public schools have the tendency to introduce IB systems, however, this action may trigger some problems that teachers must face and deal with. Therefore, the purpose of this study is to explore the socialization process of a Taiwanese high school IB teacher. This study uses the self-narrative to write down my stories becoming an IB teacher. According to the analysis of all the documents and my stories, the conclusions are as follow: 1.IB teacher has faced the problems from how to teach to how to survive. 2.IB teacher learned that IB is a practice of life-long learning and the role in the classroom. 3.The socialization of the IB teacher is from self-doubt to self-improvement. 4.IB teacher was silent and followed the school’s requirements in the beginning, and learn to fight for herself in the end.
Description
Keywords
International Baccalaureate, 教師社會化, 自我敘事, 身分認同, IB Teacher, Teacher Socialization, Self- narrative, Self- identity