體育代理教師社會化歷程之敘說探究

dc.contributor掌慶維zh_TW
dc.contributorChang, Ching-Weien_US
dc.contributor.author莊正平zh_TW
dc.contributor.authorChuang, Cheng-Pingen_US
dc.date.accessioned2019-09-05T07:00:12Z
dc.date.available2015-06-09
dc.date.available2019-09-05T07:00:12Z
dc.date.issued2015
dc.description.abstract體育代理教師在學校中,常被認為是過客或打雜工,許多沒有人願意擔任的教練或行政工作,可能就落在體育代理老師身上。與其說體育代理教師是置身在工作、生活、教師甄試的不平衡中,更可以說是處在一個動態、持續且充滿曲折的社會歷程中。基於此,本研究旨在了解體育代理教師的經驗樣貌,探究其社會化歷程與影響因素,以提供相關啟示。研究方法以深度訪談進行資料蒐集,將體育代理教師的流動經驗、社會化歷程,在詮釋過程中以敘說方式呈現。研究參與者為一位教學年資六年、男性體育代理教師,目前在任職的學校兼任生教組長。研究結果依據文獻探討,將體育代理教師之社會化歷程分為涵化期、專業社會化期、組織社會化期三階段。本研究所得結論:一、涵化期之影響因素主要為個人運動經驗與關鍵他人之影響。二、專業社會期之影響因素為學長制的體育人文化、教學理念、實習經驗。三、組織社會化期之影響因素包含學校文化氣氛、教師的自我調適、教師團體圈的非正式規約。本研究對於體育代理教師的建議為:一、體育代理教師應發揮體育人「動靜皆宜」精神。二、體育代理教師應跳脫暫時性處理原則,而能面對與解決問題。zh_TW
dc.description.abstractThis study was aimed to understand the multi-faceted experiences of physical education substitute teachers, and to glean insight into the issue by exploring the effects of socialization. Data collection for the study was conducted through in-depth interviews with a physical education substitute teachers with the aim of recording his experience of socialization as he relocated from school to school. His experience was compiled, presented and explained through narrative. The single participant in the study was a male physical education teacher with 6 years of experience. Based on literature review on the topic, the socialization experience of physical education teachers was categorized in three phases consisting of acculturation, professional socialization and organizational socialization. Conclusions derived from this study including: I. The influences and impacts to teachers' personal growth by their experiences in the acculturation phase and from other key figures in their careers. II. The effects of teachers' experiences in the professional socialization phase and the perceptions and expectations they hold towards their role as teachers. The values they aspired to as educators and how they were affected by the culture of athleticism that placed great emphasis on internships and seniority. III. The factors determining teachers' experiences in the organizational socialization phase were influenced by their individual professional competencies and ability to adjust to different academic goals and cultural atmospheres. Recommendations were also made at the end of the conclusions.en_US
dc.description.sponsorship體育學系zh_TW
dc.identifierG0501303118
dc.identifier.urihttp://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0501303118%22.&%22.id.&
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/104908
dc.language中文
dc.subject職業社會化zh_TW
dc.subject經驗敘說zh_TW
dc.subject流浪教師zh_TW
dc.subjectprofessional socializationen_US
dc.subjectexplanation of experiencesen_US
dc.subjectteacher turnoveren_US
dc.title體育代理教師社會化歷程之敘說探究zh_TW
dc.titleNarrative Inquiry on the Socialization Process of a Physical Education Substitute Teacheren_US

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