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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/4561


    Title: 社會變遷中幼師專業角色形成與認同歷程之研究(I)
    Other Titles: A Study on the Process of Preschool Teachers` Professional Role Formation and Identity in Social Change (I)
    Authors: 倪鳴香
    Keywords: 幼教老師;童年經驗;角色形成;職業習氣;傳記研究;敘述訪談
    Preschool teacher;Childhood experience;Role formation;Professional disposition;Biographic research;Narrative interview
    Date: 2002
    Issue Date: 2007-04-18 16:54:32 (UTC+8)
    Publisher: 臺北市：國立政治大學幼兒教育研究所
    Abstract: 本研究中，我們對已成功採訪的21 位工作年資達15 年以上，目前仍服務於幼兒園之資深教師及園長的職業生命口述史為對象，探討幼師童年經驗中，包括家庭與學校經驗，如何影響幼師職業角色的形成。具體探討重點包括：（1）哪些童年家庭經驗影響生命個體成為幼師及如何影響（2）哪些童年學校機構經驗影響生命個體成為幼師及如何影響（3）哪些社會文化經驗影響生命個體成為幼師及如何影響（4）童年成長經驗與幼師職業角色形成關係間之必然與偶然性（5）成為幼師對個體生命成長的意義價值為何。第一年研究主要選取四位核心文本，針對其中童年經驗敘說部分做深入與細緻地語言結構描述分析，著重在幼師童年經驗對其職業角色形成歷程結構的闡述。研究結果發現：社會文化政策中升學機制如何左右生命個體進入未來職業道路的影響力，考試的通過與否決定著一個人能否晉級進入下一生命階段的能力資格指標。而個體生命歷程轉換的抉擇反映著社會主流的規範與價值觀，這些過程逐漸地形塑了幼師的職業習氣。但我們也從個案中理解，外在環境條件有其規範性與限制性，環境中持續的邂逅與人際溝通亦有其支持性，主體往往一方面依循自身或生活世界的限制及支持，另方面會跳脫與拒絕此限制。這些主體能動的可能性與超越性，也只有從生命敘述微觀分析中，才能深刻地展現且同時被看見。「父親身教楷模的陶養」、「修復童年的虧與匱」、「順水推舟以退為進」與「追求母職教師及教師母職的交融」此四類幼師職業習氣，道出了主體形成幼師職業角色意向投企的內涵，「過去」的我，已在生命流程結構中朝向著有所期盼的未來——幼師專業角色的認同。
    In this research, our objects are 21 experienced preschool teachers and principles who have worked at least 15 years and have been still served in kindergartens. We would like to discuss how their families and school experiences affected the formation of their professional roles. The concrete key points are: 1. What kinds of and how family experiences influenced teacher`s professional role formation? 2. What kinds of and how school institutions influenced teacher`s professional role formation? 3. Which and how social and cultural experiences influenced teacher`s professional role formation? 4. The contingencies and necessity between childhood experiences and teacher`s professional role formation. 5. What is the meaning and value of being a preschool teacher? According to the life histories of the four core experienced teachers, the analyzed result shows the linkages among early childhood experiences with significant others, education units (teacher education programs), and their social-cultural experiences (ex: entrance exam mechanism). The individual preschool teacher`s actions represent active responses to the constraints, opportunities, and dilemmas pose by the immediate contexts of the social institutions, and it is through these contexts and the consideration of their own ability that help to develop the professional role formation of a preschool teacher. The four teacher images also represent four types of preschool teacher`s professional disposition. They include: 1) Father as a role model; 2) self-healing to the privation of love in childhood; 3) following the result of school-entrance exams , but deliberated carefully with consideration of one`s own ability and the real situation.; 4) pursue the teacher-maternal role image. These four types of preschool teacher`s professional disposition show the intentional projection of preschool teachers` professional role. The "past" self has been towards the expectable future within the flux of life course structure which is towards the preschool teachers` professional identity.
    Description: 核定金額：487200元
    Data Type: report
    Appears in Collections:[幼兒教育研究所] 國科會研究計畫

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