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研究生(外文):Lai, Tzu-Hao
論文名稱(外文):Struggles for Curriculum Reform: A Case Study on an English Subject Leader\'s Change of Emotions and Professional Identity
指導教授(外文):Huang, Yi-Ping
口試委員(外文):Yeh, Chieh-YueChen, Tsai-Hung
外文關鍵詞:Teacher emotionProfessional identityCurriculum reformSchool-based curriculum development
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Concerning teachers’ involvement as a critical role in the recent curriculum reform—New Curriculum Guidelines of 12 Year Basic Education, the case study attempts to provide a comprehensive overview of a Taiwanese English subject leader’s survival in school-based curriculum development. The purpose of the study is to explore the teacher-participant’s emotions and perception of her professional identities, including her interpretation of these emotional experiences and her view on subject leadership in curriculum design.
Data was generated through her online journals, the researcher’s notes, semi-structured interviews and oral narratives over a six-month period with a female in-service English teacher in a junior high school located in the capital city of Taiwan. Her accounts were reconstructed to give snapshots of how a teacher struggles to manage feelings of nervousness, worry, anxiety and stress on a daily basis. As the eight narratives offer a glimpse into each unique moment in which she was emotionally provoked, events are interwoven with one another and there emerges the dynamic interaction between emotions and professional identities. The findings illustrate a burned-out teacher undergoing a massive reform has experienced multiple emotions in a process of change. Additionally, her stories present a chronic tendency from a positive state to a negative one. In particular, the interpretations of them elicit more negative emotional terms rather than positive ones; that exemplifies teachers’ persistent struggles in all aspects. On the other hand, the stressed teacher also encountered problems, such as enduring excessive workload, having difficulties to meet the principal’s expectations or identifying with the set goals. Struggles with these conflicting situations elevate the level of anxiety, which made her fall into a trap of dreary cycles. However, from struggle to strength, the novice subject leader has survived the bad stories and grown into a proficient master of multi-tasking towards her journey’s end.
The research provides implications for the complex nature of teacher emotion and professional identity in the context of curriculum reform. First, opportunities should be present for teachers to articulate internal emotional experiences in various situations that evoke their strong feelings. Second, better coordinating efforts towards effective implementation of educational reform are required to improve teachers’ task perception and support them go through the period of adopting new ideas. Lastly, the transformational leadership style of school principals determines the tremendous effects of building positive school climate, which enhances teachers’ well-being and hence has profound influence on the success of achieving fundamental curriculum changes.
Acknowledgements ii
Chinese Abstract vii
English Abstract ix
Chapter One: Introduction 1
Chapter Two: Literature Review 7
Teacher Emotion 7
Teacher Emotion and Professional Identity 11
Teacher Emotion and Identity in the Context of
Educational Change 14
Chapter Three: Methodology 19
Research Design 19
Context and Participant 20
Data Collection 21
Data Analysis 25
Chapter Four: Results 27
Orientation of Curriculum Objectives, in September 27
4.1. Bright-sided: A Novice Subject Leader’s
Curriculum Design Journey to Be Started Anew 27
4.2. Worried: Fear of Addressing Unknown Challenges
Casting a Shadow over a Teacher’s Enthusiasm 28
4.3. Anxious: A Potential Curriculum Designer Feeling
More than Self-doubted 30
4.4. Overwhelmed and Isolated: Being No Match for a
Principal’s Formal Authority and Becoming One of
those Typical Street-level Bureaucrats 34
Curriculum Design and Modification, from October to
January 37
4.5. Confused: An Early Career Teacher Feeling
Struggled with Ridiculous Situations that Resulted
from Superiors’ Unreasonable Expectations 37
4.6. Stressed out: An Exhausted English
Teacher/Subject Leader/Homeroom Teacher/Curriculum
Designer Realizing There Was No Way out of the Dreary
Cycle 43
4.7. Puzzled and Lost: Having Learned Smart and
Tuning Out to Be an Exquisite Negotiator 51
Evaluation of the Developed Curriculum, from February to
March 56
4.8. Settled: The Real Master of Multi-tasking Being
Relieved to Successfully Close the Projects towards
the Journey’s End 56
Chapter Five: Discussion 63
The Changes of Teachers’ Emotions during the Process of
Planning and Designing a School-based Curriculum 63
5.1. From an Enthusiastic Change Agent Filled with a
Positive Outlook to a Disappointed Reform Enthusiast
Faced with the Dark Side of Curriculum Change 63
5.2. From Loss of Enthusiasm to Emotional Exhaustion
and Overall Burnout 66
5.3. Shift in a Depersonalized Street-Level
Bureaucracy towards the Settled Feeling 68
The Interaction of a Subject Leader’s Emotional
Experiences and Her Professional Identities in the
Context of Curriculum Reform 71
5.4. Leadership Burnout: Struggling with Additional
Workload 71
5.5. Value Conflict: Struggling with Conflict
Resolution 73
5.6. Identity Crisis: Struggling with Bureaucracy and
Parallel Negotiations 76
Chapter Six: Conclusion 81
Pedagogical Implications of the Study 82
Limitation of the Study and Direction for Future Research
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