教育變革下的英語教師專業認同發展與實踐

Abstract

本研究旨在探討教師的認同組成與發展、影響其專業認同的因素、以及專業認同和教學實踐間的關係。研究者融合Alexandre以Blin的理論為基礎發展的「專業規範系統」和Barkhuizen提出的「三維多尺度敘事空間」理論，對一位高中英文男性教師的專業認同發展進行敘事探究。研究期間，研究者與教師透過對話與合作，從敘事中探索教師在新舊課綱交替之時的認同變化。研究者也透過相關文件與教學製品、共備、觀議課、半結構式訪談，輔以研究省思札記，收集敘事資料並進行內容分析。研究發現教師的專業認同發展是一個漸進且連續的過程。現在的專業認同是過往至今建構累積而成。在108新課綱改革期間，認同中的部分面向由於一些變因產生了較顯著的轉變。影響教師專業認同的因素分成微觀的個人和人際變因、中觀的組織變因以及宏觀的社會意識形態變因。參與本研究教師的教學實踐和專業認同高度吻合，僅有少數實踐因現實因素而呈現微弱或沒有關聯。本研究最後提出在教育改革中，對政策制定者、師資培育、學校和教師的啟示。This study aims to explore the structure and dynamic development of a teacher’s professional identity, factors that affect his professional identity, and the relationship between the professional identity and teaching practice. This study combines Alexandre’s (2016) System of Professional Regulation, which is based on Blin (1997), and Barkhuizen’s (2016) Three-Dimensional and Multiscalar Narrative Space to conduct a narrative inquiry into a male high school English teacher’s professional identity development. The study lasts for half a year (one semester), during which the researcher collaborates with the teacher participant and they engage in reflective dialogues. They explore the changes in the teacher’s identity from his narratives at the time of transition from the old curriculum to a new one. Through artifact collection, three-phase class observation model, semi-structured in-depth interviews, and supplementary researcher reflection journals, narrative data are collected and analyzed using content analysis. The study found that teacher professional identity development is gradual and continuous. The teacher’s present professional identity is an accumulation of identity constructions in the past. After the 108 Curriculum Guidelines came into effect, some aspects of the identity have undergone changes caused by multilevel factors. The factors include micro intra- and inter-individual factors, meso positional/organizational factors, and macro ideological/societal factors. The participant teacher’s teaching practice and professional identity are highly consistent, with few practices showing slight or no agreement due to practical reasons. The study concludes with implications for policymakers, teacher training programs, schools, and teachers during an educational reform.