從九年一貫課程到十二年國民基本教育：教師專業認同變化 From Grade 1-9 Curriculum to 12-Year Basic Education:The Change of Teacher’s Professional Identity

Abstract

本研究主要透過個案研究的方式，探討一位資深教師面對不同時期的課程改革政策與脈絡，其專業認同的變化歷程。研究發現，個案教師專業認同是從遵循主流教師專業論述轉而重視個人自我風格的創建，當中自我形象與評價、工作覺知與動機皆有所改變，是從符應外在政策的配合教師轉為積極自覺且重視師生共創課程的專業教師。凸顯了教師專業一元化的主流論述與期待最終會因落實的困境而式微，反之由現場教師專業認同出發的實踐方案才是真正實現教育願景的利器。因此，建議政策推動者應重視教師個人化的專業界定與實踐，以後現代教師專業認同觀點重新省思課程改革意義。 The purpose of this study is to explore how the professional identity of an experienced teacher has changed in a changing context and curriculum reform. Utilizing a case study, the findings indicate that the experienced teacher’s professional identity has changed from a dominant discourse follower to a self-styled creator. Moreover, this teacher’s self-image, self-esteem, work perception, work motivation, and future prospect have changed, that is by meeting the external policy to co-creating a curriculum with her students. This finding demonstrates that achieving educational goals draws on the professional identity of teachers rather than an official policy. Therefore, educational reformers should reconsider the meaning of curriculum policy through the postmodern argument of professional identity.

Keywords

• 十二年國教
• 九年一貫課程
• 教師專業認同
• 課程改革
• 12-year Basic Education
• Grade1-9 Curriculum
• professional identity of teacher
• curriculum reform