我的性別教育專業成長經驗--女性主義教育學觀點

Abstract

我是一個有九年高中家政教學經驗的女教師，同時有另一個「性別教育種子教師」的身分伴隨著我。九年來，我花了許多時間讓家政課教學脫離手工藝的刻板印象，投入性別教育的融入式教學。隨著時間的經過，我卻有身分認同的困擾，我思考著：有性別意識的家政教師該是如何經營課堂？於是我思考著性別教育與家政課的連結，回到家政的專業領域，與學生一同創造有性別概念的家政課堂樣貌。

本研究以敘說方式，回顧自己的生命史，說明性別意識覺醒過程，看到在家庭、學校、研究角色間多重身份的自己。在家庭層面敘說求學歷程的體悟與婚後生活的性別覺察，在學校層面釐清家政教師的處境與挑戰，在學術層面則分析在職研究生的研究困境。在性別的實踐部分，敘說從民國87年接觸性別教育之後教學上的改變，分為三個階段：第一階段87-90學年其間教學觀摩再思考，分析教學觀摩的教案內容，認為教學觀摩非「常態」教學；第二階段是91-92學年研究所期間的教學進化策略；第三階段則是93-94學年結束研究所課程後，我與學生建立的有性別意識的家政課堂樣貌。透過實踐歷程的回顧，將性別教育的實踐經驗系統化，分析教學策略的改變脈絡，提煉出有效的策略，找出對話與支持的系統。歸納教師性別教育專業成長的要件，並提出未來的研究建議。 研究發現：教師性別教育專業成長歷程需指導教授協助釐清研究困境給予支持，此為專業成長的養分。教師透過回顧生命史，察覺多重身份得以促進性別意識的成長。檢視教師教學信念與策略的改變脈絡，提煉出教學不同階段的改變。公開教師實踐知識與專業對話，能讓教師持續反省與成長。而發聲與建立支持系統更是性別教育推動的基石。研究建議：在校內成立成長團體，持續多元對話，增進教師的專業能力。繼續研究學生性別意識的成長與行動策略。同一研究，能從不同面向分析，且需要更多的性別教育實踐或成長經驗做對話。I am a home economics teacher who works at senior high school for 9 years. In the meanwhile, I am a seed teacher of gender education as well. In the course of school teaching, I tried my best to emerge Home Economics from handcraft stereotype, and joined the incorporation of Gender Education into the teaching of Home Economics. As the time pass by, the problems of status identity were augmented. I wonder how a home economics teacher with gender consciousness can manage her / his curriculum, and think about the connection between them. At last, I regress to the professional area of home economics and create a new style class with my students.

The Methodology of the thesis is narrative research. I reviewed my life story, illustrated the awareness of gender consciousness, and understood my multi-roles between family, school and study areas. The dimension of family is about the awareness of study processes and marriage. The dimension of school is about the status and challenge of home economics teacher. The dimension of study is about the corners of part-time master’s program. As practice of gender education, there are 3 stages:

The first stage is from 1998 to 2001. I studied the “classroom observation” and analyzed lesson programs. Then my conclusion is: “Classroom observation is not a normal or real teaching environment”. The second stage is from 2002 to 2003. I was a master digress student at that time. My teaching tuition advanced a lot. The third stage is from 2004 to 2005. I finished my master degree classes. Then I built a new style class with my students, combined home economics with gender consciousness.

By reviewing the process of practice, I systematize the experience of gender education; analysis the changing context of teaching technique; create the useful teaching strategy; finding dialogue and support system; generalize important conditions of professional growth in gender education; and advance recommendation about future studies.

Several finding according to the study are as follows: (1) Advisers can help to clear difficulties and give support. It’s enrich teacher’s professional growth. (2) By reviewing life stories, teachers can aware their multi-roles and improve gender consciousness. (3) By surveying the teaching belief and changing sequences, teachers can find their changing stages. (4) By avowing practice knowledge and professional dialogue, teacher can keep introspecting and growing. (5) Voicing and building supporting system are the basic rocks of promoting gender equality education. Several suggestions according to the study are as follows: form growth group within school; maintain dialogue; improve professional abilities; keep studying the improvement of students’ gender consciousness and activity strategies; analysis from different aspects; have more dialogue between practice of gender education and growth experience.