太陽的子民－原住民體育教師專業認同之敘說探究

Abstract

原住民體育教師在職場上屬於文化上的弱勢，而在這樣極大文化差異下，他們是如何形塑建構屬於原住民特有的體育教師專業認同，且在不同族群文化下，原住民體育教師對於職場上面對差異之現狀、教育觀點以及發展對於自身教師專業認同有何影響，基於此，本研究旨在了解原住民體育教師的經驗樣貌，探究其教師專業認同歷程與影響因素，以提供相關啟示。研究方法以深度訪談進行資料蒐集，研究參與者為一位教學年資十年的男性體育教師，詮釋過程以敘說方式呈現。研究發現與討論，呈現個案原住民體育教師專業發展歷程中，原住民文化烙印與師資培育教師，對個人的教師專業認同發展具有影響力，而其個人的生命經驗、教師教學理念，也會受到師資培育教師、過往學習經驗、學生回饋以及原住民傳統文化的影響。本研究所得結論：一、擺脫刻板印象追尋專業成長，學生回饋強化自我價值。二、重視學生情義表現親力親為，培養學生親情聯繫。三、自我族群認同易與自身教學現場連結。四、專業認同來自實習輔導老師與學生互動交錯影響。五、自我成長與精進以達自我實現。本研究所得建議：一、部落學校建置常態原住民主體性的體育課程教育。二、師資培育課程與教學實習調整。三、增加原住民體育教師未來研究之深度與廣度。Indigenous sports teachers are culturally disadvantaged in the workplace, and under such great cultural differences, how do they shape and construct the professional identity of sports teachers unique to indigenous peoples, and under different ethnic cultures, indigenous sports teachers The impact of the above on the status quo of differences, educational perspectives and development on their professional identification of teachers. Based on this, this study aims to understand the experience and appearance of Aboriginal physical education teachers, explore their professional identification process and influencing factors to provide relevant Inspiration. The research method used in-depth interviews to collect data. The research participant was a male PE teacher with ten years of teaching experience. The interpretation process was presented in a narrative manner. The findings and discussions of the study present individual cases of Aboriginal sports teacher professional development. Aboriginal cultural branding and teacher cultivation of teachers have an impact on the development of individual teacher professional identity, and their personal life experience and teacher teaching concepts will also be affected. Teachers nurture teachers, past learning experience, student feedback, and the influence of traditional aboriginal culture. The institute has the conclusion: 1.Get rid of stereotypes to pursue professional growth, student feedback to strengthen self-worth. 2.Pay attention to the expression of students' feelings and affection, and cultivate students' kinship contact. 3.Self-ethnic identification is easy to link with their own teaching site. 4.Professional recognition from the internship tutor and student interaction staggered impact. 5. Self-growth and refinement to achieve self-realization. The Institute may suggest: 1.Tribal schools to establish the normal indigenous subjectivity of physical education. 2.Teacher training courses and teaching practice adjustment. 3.Increase the depth and breadth of future research on indigenous physical education teachers.