Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/14341
Title: 從社會心理層面探討國小資優教育教師專業認定之發展與挑戰
Other Titles: The Development and Challenges ofProfessional Identity for Gifted Education Teachers in Elementary Schools from a Psychosocial Viewpoint
Authors: 張芝萱
Chih-Hsuan Chang
Issue Date: Mar-2012
Publisher: 國立臺灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
Abstract: 本文首先引介專業認定的基本概念,再藉由個案教師的經驗敘事,從社會心理層面,探討國小資優教育教師專業認定之發展與挑戰。專業認定是個體與所處情境脈絡互動的結果,涉及社會結構力與個體能動力之交互作用。教師需整合關於專業自我的內外在意義,其專業認定才能穩定的形塑。期許教師能從專業活動中認定自己的專業價值、教育哲學取向和自我期許,同時,亦期許教育工作者能共同關注影響資優教育教師專業認定發展之相關議題。
In this article, the features of professional identity were pointed out first, then tbe development and challenges of professional identity in psycbosocial aspects that gifted education teachers in elementary schools may face were illustrated and discussed by teacbers' narrative data. Professional identity was the result of interaction between individuals and situations, involving interplay between buman agency and social structure Teachers needed to integrate meaningful internal and external professional development, and they also built a stable sense of professional identity. It was hoped for more educators to pay attention to issues related to teacher professional identity development.
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/14341
Other Identifiers: F19C8858-67A3-4EC6-6557-D95F4D95B986
Appears in Collections:資優教育季刊

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