Y世代教師教學生涯歷程之能動性探究

Abstract

本研究以Y世代教師為研究對象，旨在探討其於教學生涯歷程中展現能動性的方式及特徵。研究核心架構採用Biesta等人所提出的教師能動性生態系統理論。透過五位Y世代教師的訪談與質性分析，本研究試圖呈現他們如何在教育改革與制度挑戰中，透過過去經驗、當下判斷與未來願景的交織，形塑並展現專業能動性。研究結果顯示，Y世代教師的能動性深受過往生命經驗與專業歷程影響。家庭文化、師長典範與師資培育制度不僅奠定其教育信念，也為後續職涯選擇提供基礎。在面對教育現場的挑戰時，教師能動性展現在對未來的投射與願景建構。受訪教師普遍重視自我實現與專業精進，透過課程創新、持續進修與社群參與，將未來導向轉化為當下行動的支撐。在教育改革與制度壓力下，Y世代教師展現多元的行動回應。本研究亦指出Y世代教師的能動性展現與世代特質高度契合：重視專業成長、自我實現與公平價值，強調協作與人際支持，並展現出對變化的適應性與挑戰回應力。根據以上發現，提出各層面相關實務建議。

This study focuses on Generation Y teachers and explores the ways and characteristics through which they exercise agency in their teaching career paths. The theoretical framework is grounded in the ecological approach to teacher agency proposed by Biesta, Priestley, and Robinson. Through interviews and qualitative analysis of five Generation Y teachers, this study illustrates how they construct and enact professional agency in the interplay of past experiences, present judgments, and future aspirations while navigating educational reforms and institutional challenges.The findings indicate that the agency of Generation Y teachers is deeply shaped by their life experiences and professional pathways. Family culture, role models, and teacher education programs not only form the foundation of their educational beliefs but also provide a basis for subsequent career choices. When facing challenges in the educational field, their agency is manifested in future-oriented visions and goal-setting. The participants emphasized self-realization and professional growth, supporting their practices through curriculum innovation, continuing education, and community engagement. Under the pressures of educational reform and institutional constraints, Generation Y teachers demonstrated diverse forms of agency in response.Moreover, the study highlights the alignment between the agency of Generation Y teachers and their generational characteristics: valuing professional development, self-fulfillment, and fairness, emphasizing collaboration and interpersonal support, and showing adaptability to change along with the capacity to actively confront challenges.Based on these findings, this study proposes practical recommendations at multiple levels to better support the enactment of teacher agency.