教育改革中教師專業論述分析─以政府與全國教師會四各溝通場域為例
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2005
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Abstract
本研究旨在瞭解台灣教育改革以來，不同發聲主體所闡述的教師專業論述，包括說了什麼、如何說、什麼情境下說以及為什麼這樣說，採取偏向Fairclough的「論述分析」為研究方法，一方面分析文件裡的陳述聲明，二方面藉由問題導引式的分析特色，探究相異發聲團體所闡述的教師專業論述。然而，囿於研究者有限的時間與精力，僅挑選兩個具有影響力的發聲團體作為研究對象，分別為具有決議政策力量的「政府」，以及近年來積極參與政府決策過程的教師組織—「全國教師會」。在研究焦點上則限定2002年～2004年期間四個重大溝通事件為文件資料蒐集範圍，包括2002年「團結九二八」、2002年～2003年教師法施行細則修訂過程、2003年「行動九二八」以及2003年～2004年制訂教師專業評鑑試辦辦法等。
研究結果顯示在教師工作權益漸次改變以及教育改革政策施行的情境脈絡下，政府與全教會秉持著相互歧異的發聲動機（政府：持續推行教改政策及鞏固政權地位；全教會：維護教師工作權益與提昇教師組織發聲權力），採取各自認為合理有效的陳述策略，進而闡述出在「教師工作角色」、「教師專業能力」、「教師工作權益」、「教師專業倫理」、「教師專業資格」、「教師專業地位」等六個層面上相互異同的教師專業圖像。
Teacher profession is the key to education quality. However, the definition of teacher profession varies in different contexts. The goal of this study is to understand the teacher profession discourses of different subjects under the context of Taiwan education reform in recent 10 years. The study uses discourse analysis. The subjects of study include the state and NTA. Researcher chooses four critical communicative events for collecting and analyzing documents. The four critical communicative events include 2002 and 2003 teachers’ demonstrations, the Enforcement Rule of Teacher Act revise, and the formulation of teacher professional evaluation. According to the results, the researcher found that the state and NTA both to attain profits themselves, which account for their different realization of context and statement strategies. Moreover, the researcher tries to explain the state and NTA’s images of teacher profession in six dimensions, including “career roles”, “profession ability”, “rights”, “professional ethic”, “professional qualifications”, and “professional status” of teachers.
Teacher profession is the key to education quality. However, the definition of teacher profession varies in different contexts. The goal of this study is to understand the teacher profession discourses of different subjects under the context of Taiwan education reform in recent 10 years. The study uses discourse analysis. The subjects of study include the state and NTA. Researcher chooses four critical communicative events for collecting and analyzing documents. The four critical communicative events include 2002 and 2003 teachers’ demonstrations, the Enforcement Rule of Teacher Act revise, and the formulation of teacher professional evaluation. According to the results, the researcher found that the state and NTA both to attain profits themselves, which account for their different realization of context and statement strategies. Moreover, the researcher tries to explain the state and NTA’s images of teacher profession in six dimensions, including “career roles”, “profession ability”, “rights”, “professional ethic”, “professional qualifications”, and “professional status” of teachers.
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Keywords
教師專業, 論述分析, 全國教師會