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研究生:洪翠華
論文名稱:四位「口碑教師」的教師關注之生命史研究
論文名稱(外文):A Life History Study on Teacher's Concerns of Four Koubei Teachers
指導教授:張芬芬張芬芬引用關係
學位類別:博士
校院名稱:臺北市立教育大學
系所名稱:教育學系博士班
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2011
畢業學年度:99
語文別:中文
論文頁數:383
中文關鍵詞:口碑教師教師關注生命史
外文關鍵詞:koubei teacherteacher's concernslife history
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本研究旨在探究四位「口碑教師」的教師關注之發展,採取生命史的研究途徑,期望了解教師各生涯時期的關注及其發展歷程,並探討四位教師的教師關注發展之差異及其影響因素。首先,本研究進行教師關注之文獻探討,以釐清教師關注及生涯發展之間錯綜複雜的因素。其次,研究者分別與四位教師進行深度訪談,以建構四位教師之生命史。最後,進行跨個案分析與討論,比較四位教師關注之發展及影響因素,並根據研究結果對實務及後續研究提出建議。
本研究所獲致的結論如下:
一、「重要他人」和「關鍵事件」對教師生涯有深遠的影響
二、「教師關注」發展的趨勢同中有異,異中有同
本研究發現,四位「口碑教師」的教師關注之發展經歷三個時期:(1)探索期—初任教職一到兩年期間,以「自我」和「生存」為主要關注;(2)穩定成長期—約略為十年,以「任務關注」為焦點;(3)成熟期—經歷十多年的教師生涯後才開啟的歷程,以「影響關注」為核心價值。
(一) 相似處
1. 整體發展趨勢從「自我/生存關注」到「任務關注」再到「影響關注」
2. 初始順或逆,均可成為成熟的「口碑老師」
3. 無論嘗試行政之路與否,最終均回歸思考教育的本質
(二) 相異處
1. 探索期:有人順始,有人逆始
2. 穩定成長期:有人在教學上成長,有人在行政上成長
3. 成熟期:有人尋找新關注而成熟,有人深耕舊關注而成熟
三、教師的人格特質、重要他人和關鍵事件影響「教師關注」之發展
(一) 「熱忱、求成長、重精神」的人格特質
(二) 關鍵事件包括轉捩點事件和頓悟事件
(三) 重要他人包括學者專家、師長、校長、同事及配偶

依據研究結果,本研究提出建議:
一、對實務方面的建議:
(一) 了解「教師關注」,塑造支持的學校環境以利教師專業發展
(二) 探究「教師關注」之發展,裨益教師進修課程之設計
(三) 了解「教師關注」,規劃師培課程與進修課程
(四) 由「教師關注」了解教師的需求,支持教師專業發展
(五) 教師進修活動宜考慮教師成長之個人化和個別化
(六) 體認教師是革新的關鍵行動者
二、對後續研究的建議:
(一) 可採生命史和傳記研究法探究教師專業發展的過程
(二) 可採質性研究法探究教師的實踐知識和個人的教育理論
(三) 可再深究教師關注發展的模式
(四) 可探究教師關注發展與情境的關聯如何
(五) 可探究個別教師的處境與其關注的關聯
(六) 探究教師關注對實際教學及學生之影響
(七) 可探究在不同教學生涯時期或不同群組的教師關注

This dissertation attempts to investigate the principal concerns of four koubei (口碑) teachers [“teachers held in high regard” by their colleagues] as they developed over more than two decades of teaching. From the perspective of life history, this study asks: What are their principal concerns? Have their concerns changed over this period? If so, what factors were responsible for the change? Are the concerns of these teachers uniform? If not, how do they differ? To answer these questions, this study adopts a life history approach, based on interviews and data analysis. It begins with an inquiry into the literature about theories of teacher’s concerns, making clear the interlocking factors and relationships between teacher’s concerns and career development. It then undergoes several in-depth interviews, documenting life histories narrated by four teachers separately so as to understand the development of their concerns over a long period of their teaching career. It finally comes to analyze the development of these four teachers’ concerns and the factors conductive to such development by providing a comparative case-study analysis. This dissertation concludes with general suggestions for teachers and administrators for further research.
In this study, I suggest a three-phase model of teacher’s concerns to facilitate our understanding of koubei teachers’ concerns over more than two decades of teaching. The three phases are: (1) the exploration phase, which is the first year or two of full-time employment when concerns for self and survival are primary for new teachers; (2) the steady-progress phase, which lasts roughly ten years during which time task-concerns are primary; (3) the mature phase, which follows the steady-progress phase but is given a larger vision, focusing on impact-concerns as a lasting value of the mellow years of teaching.
The research results achieved by this study are summarized as follows:
1. The far-reaching influence of “significant others” and “critical incidents” are shown on teacher’s career.
2. With regard to the development of teacher’s concerns, there are similarities and differences.
2a. The similarities are as follows:
(1) The trend of development seems to be from self-and-survival concerns to task-concerns and then to impact-concerns.
(2) Despite the smooth or rough exploration phase, the four subjects gradually evolved into mellow and koubei teachers.
(3) Whether assuming administrative duties or not, teachers sooner or later take the essence of education as their core value and ultimate concern.
2b. The differences are as follows:
(1) In the exploration phase, some begin smoothly while others begin roughly.
(2) In the steady-progress phase, some achieve teaching growth while others administrative growth.
(3) In the mature phase, some mellow by pursuing new concerns, others by digging into the depth of old concerns.
3. Individual disposition, significant others, and critical incidents exercise significant influence on the development of their teaching concerns.
3a. The four koubei teachers possess a common disposition:
(1) They are enthusiastic, optimistic and flexible.
(2) They like to learn new things, cope with changes and keep growing in their personal/professional pursuits.
(3) They are committed teachers, regarding professionalism as a work ethic.
3b. There are two types of critical incidents: the turning point incident and the awakening incident.
3c. Significant others include scholars, teachers, principals, colleagues and spouse.

目次
目次……………………………………………………………..i
表次……………………………………………………………iv
圖次…………………………………………………………....vi
第一章 緒論……………………………………………….1
第一節 研究動機與問題背景………………………….1
第二節 研究問題…………………………………….…8
第三節 重要名詞釋義………………………………….9
第四節 研究限制……………………………………...11
第二章 文獻探討………………………………………...13
第一節 教師關注……………………………………...13
第二節 教師關注與教師發展………………………...48
第三節 優良教師……………………………………...54
第四節 國內外博碩士論文…………………………...62
第三章 研究歷程與方法………………………………...67
第一節 研究方法與步驟……………………………...67
第二節 研究對象……………………………………...71
第三節 資料的蒐集…………………………………...75
第四節 資料的整理與分析………………………...…83
第五節 研究的信度與效度…………………………...88
第六節 研究倫理…………………………………...…89

第四章 數學教學的實驗者—小琴老師的生命故……..93
第一節 傳記…………………………………………..95
第二節 個案分析……………………………………106
第三節 本章結論……………………………………133
第五章 自主教育的推動者—小誠老師的生命故事…141
第一節 傳記………………………………………….144
第二節 個案分析……………………………………155
第三節 本章結論……………………………………180
第六章 温馨班風的營造者—小麗老師的生命故事…187
第一節 傳記………………………………………….189
第二節 個案分析………………………………….…201
第三節 本章結論…………………………………….227
第七章 英語教學的耕耘者—英中老師的生命故事…233
第一節 傳記………………………………………….237
第二節 個案分析…………………………………….249
第三節 本章結論…………………………………….276
第八章 跨個案分析與討論…………………………….281
第一節 教師生命歷程中的重要他人和關鍵事件….284
第二節 「教師關注」之發展……………………….290
第三節 「教師關注」的影響因素…………………….322

第九章 結論與建………………………………………343
第一節 結論…………………………………………343
第二節 建議…………………………………………348

參考文獻……………………………………………………355
一、中文部份……………………………………………355
二、英文部份……………………………………………357

附錄
附錄一 有關教師關注的國內論文……………………366
附錄二 國內有關優良教師之研究……………………370
附錄三 國內有關教師生命史之研究…………………375
附錄四 田野札記………………………………………377
附錄五 接觸摘要單(與小誠之訪談) …………………378
附錄六 省思備忘錄……………………………………379
附錄七 研究對象同意書………………………………380

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