Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/49287
|
| Title: | 社會變遷中台灣幼兒園教師身份認同轉化之研究
The Transformation of Preschool Teachers’ Identity in a Changing Society of Taiwan |
| Authors: | 戴文青 |
| Contributors: | 馮朝霖
戴文青 |
| Keywords: | 教師身份認同
幼兒園教師
批判教育學
teacher’s identity
preschool teacher
critical pedagogy |
| Date: | 2009 |
| Issue Date: | 2010-12-08 02:03:38 (UTC+8) |
| Abstract: | 本論文旨在探究在台灣社會變遷的整體脈絡下，幼兒園教師身份認同境況與轉化的可能性，期能為台灣幼教體制的改革，提供倫理、社會與政治性層面之參考，並實踐批判教育學的核心目標：個體自我與社會集體的增權益能。
論文分為五大章節：第壹章從研究者身為一位師培者的經驗做為出發點，針對台灣教育改革與幼教現場特有的文化現象，以及在此現象中幼兒園教師的存在境況進行文化反思。第貳章分別從「認同的意義與基本性格」，「論述、權力與身分認同間的辯證關係」，以及「批判教育學的宗旨」等理論蘊意與相關學術研究與普查資料，耙梳幼兒園教師認同危機之可能的路徑，尋求出路。第參章則概述目前相關研究狀況，並說明「批判論述分析」之理論基礎與具體研究策略。第肆章為資料分析。經文本分析產出：「為什麼幼教要做到這個樣子」、「幼稚園變成我的興趣 就是我的工作」、「想要『真的』去帶班」、「在那邊 我會覺得說 好像被綁手綁腳的」、「『它不我要的』生活」與「想『回家』的代課老師」等六種幼師身份認同圖像。然後從「幼兒園組織氛圍」、「師資培育課程架構與施行方式」、「幼兒教育政策體制」與「傳統文化價值觀」等面向，分析潛藏於這六教師身份認同圖像底層的論述秩序與意識型態，以凸顯幼師主體權能與社會文化脈絡間的辯證關係。最後，第伍章則從今試從「重建幼兒園師資培育課程架構與施行方式」、「尋找國家介入的合理基點」與「啟動各階層間的『對話』機制」等三個觀點進行討論與建議。
This dissertation attempts to fully describe Taiwanese preschool teachers’ identity and explores the possibility of their transformation in a changing society. It is hoped that this study provides ethical, social and political information for the reform of early childhood policy and achieves the core objectives of critical pedagogy, that is, the empowerment of individuality and society.
This dissertation includes five chapters. The first chapter starts with the researcher’s personal experience as a teacher trainer, followed by her cultural reflections on being a preschool teacher under the educational reform movement and from the preschool site. The second chapter explains the theoretical framework from the perspectives of “the meaning and significance of identity”, “the dialogue among discourse, power, and identity”, “the political implications in education”, “the development of early childhood education in Taiwan”, and “the objectives of critical pedagogy”. Chapter Three reviews the related literature and explicates the theoretical frameworks of critical discourse analysis and specific research strategies as well. Chapter Four delineates data analyses and highlights the dialectical relationship between the subjectivity of preschool teachers and sociocultural context of Taiwan. Six modes of preschool teachers’ identity were emerged from text analysis. They were: (1) Why is the preschool education so tough? (2) Preschools interest me and so I work there. (3) I want to be a devoted teacher, (4) At the current workplace, I don`t feel as carefree as I did at the previous workplace. (5) I don’t want to live this way, (6) Substitute teachers want to go “home”. These six modes were then analyzed in terms of different dimensions including “the organizational climate of daycare center”, “the framework and implementation of curriculum for preschool teacher education”, “the policy of early childhood education”, and “traditional cultural values”. The analysis was to explore the order of discourse and ideology underlying the preschool teachers who narrated their stories. Finally, Chapter Five presents discussions and suggestions for educational practice with three issues, namely, “reconstruction the framework and implementation of teacher education curriculum”, “the role of government in early childhood education”, and “activation of the mechanism for dialogue between all classes”. |
| Reference: | 英文：
Aronowitz, S. & Giroux, H. (1993). Education still under siege. Westport: Bergin & Garvey.
Apple, M. (1993). Official knowledge. New York: Routledge.
Apple, M. (1996). Cultural politics and education. New York: Teachers College, Columbia
University.
Apple, M. (2001). Education the right way: Markets, standards, god and inequality. N.Y & London:
RoutledgeFalmer.
Atkinson, R. (1998). The life story interview. Calif: Sage Pub.
Ball, S. (1994). Education reform: A critical and post-structural approach. Buckingham: Open
University Press.
Berger, P. & Luckmann, T. (1967). The social construction of reality: A treatise in the sociology of
就讀幼稚園之兒童在生活適應與學習能力方面之差異。嘉義：台灣省立嘉義師範專科
學校。
王振德 (1988)。幼稚園教師工作狀況調查研究，台北市立師範學院學報，(19)，
101~114。
王鳳喈 (1976)。中國教育史。台北：正中書局。
王國維（1926）。人間詞話。(出版社不詳)。
四一O教育改造聯盟 (1996)。民間教育改造藍圖─朝向社會正義的結構性變革，台北：
時報文化。
台北市立師範學院 (1994)。當前幼稚園教育問題及意見調查研究。台北：國立教育資料
館。
knowledge. NY: Cornell Universality.
台灣省立嘉義師專 (1983)。台灣地區幼稚園教育現況調查研究。嘉義：編者。
全國教師會 (2002)。團結928宣言。台北：全國教師會。2003年3月20
日，檢索自http://www.nta.tp.edu.tw/ntaindex3.html.
全國法規資料庫 (1999)。教育基本法。檢索自
http://law.moj.gov.tw/LawClass/LawAll.aspx?PCode=H0020045
行政院主計處 (2001)。檢索自http://www.dgbas.gov.tw/mp.asp?mp=1
何慧卿 (1997)。台北市、嘉義市私立托兒所幼兒園教師薪資、福利、工作狀況與滿意程
度。中國文化大學兒童福利研究所 碩士論文。
谷瑞勉 (1989)。幼兒教師流動狀況探析，屏東師院學報，(2)，99~138。
呂美惠 (2008)。高雄市國民小學教師心理契約、學校組織創新與學校效能關係之硏究。
Berman, E. (1999). The political economy of educational reform in australia, english and wales,
國立高雄師範大學教育學系碩士論文。
余安邦（2001）。開放教育做為一種學術論述：兼論九年一貫課程的隱憂與哀愁。應用
心理研究，11，241-248。
邱志鵬 (2000)。開放教育的回顧與展望。教育研究雜誌，71，24-32。
林清江 (1998)。與教師在一起進行教育改革。檢索自Http://www.nioerar.edu.tw/wed-title/p03/ga9.htm (2003/5/14)
林佩蓉 (1995)。我國幼教教學法之分析與評估，載於：高天予(編) (1995)，縱談幼教十
年專輯，73~90。台北：信誼基金會。
林佩蓉、幸曼玲、劉春榮等 (1994)。當前幼稚園教育問題及意見之調查研究。台北市立
師範學院。
洪福財 (2002)。幼兒教育史─台灣觀點。台北：五南。
and the united states. In Arnove, R. F. & Torres, C. A. (eds.), Comparative education: The
吳璧如 (2000)。幼稚園職前教師效能感之研究。載於：跨世紀幼教師資培育回顧與展望
學術研討會論文集。
信誼基金會學前兒童教育研究發展中心 (1987)。臺北市幼稚園．托兒所現況訪問調查之
分析報告。台北：信誼基金會。
倪鳴香 (2004)。敘述訪談與傳記研究，教育研究月刊，(118)，26~31。
翁麗芳 (1996)。幼兒教育史。台北：五南。
翁麗芳、黃怡貌 (1995)。台灣幼兒教育發展之研究--托兒所的演變在臺灣幼兒教育發展
上的意義。史聯雜誌，(25)，9~38。
孫良誠、詹家和 (2006)。學前教師供需預測之研究，載於：2006中華決策科學學會學術
研討會 21世紀管理創新與科技整合論文集。師資培育專業化研討會 (1995)，師資培
dialectic of the global; and the local. Lanham: Rowman & Littlefield Pub.
育專業化研討會會議實錄。台北：教育部中教司。
許瑛真 (2000)。臺北市托兒所業務評鑑結果與建議，福利社會，(76)，58~64。
教育部 (2002)。教育部委託專案計畫成果報告─全國幼兒教育普查計畫，國立嘉義大
學。台北：編者。
教育部 (1984)。我國幼稚園之教育現況調查研究，載於：教育計畫叢書之82，台北：教
育部。
黃怡貌 (1995)。光復以來台灣幼兒教育發展之研究。台灣師範大學歷史所 碩士論文。
黃武雄 (1996)。台灣教育的重建：面對當前教育的結構性問題。台北：遠流。
陳奎喜 (1993)。教育社會學。台北：三民書局。
陳佩岑 (2000)。臺北市托兒所保育人員專業素質與托育服務品質認知之研究。東海大學
Bertaux, D. (1981). Biography and society: The life history approach in the social science. CA:
社會工作學系 碩士論文。
陳佩汝 (2001)。台北地區托兒所保育人員工作壓力與工作滿意度之研究。國立台灣師範
大學家政教育研究所 碩士論文。
陳德華 (2004)。因應人口結構變化 啟動國教精緻工程。載於：學齡人口減少對國民教
育的影響及因應對策研討會實錄。
游淑燕 (1994)。幼稚園課程決定層級體系及運作情形分析：兼論如何提昇幼稚園課程決
定之品質。嘉義師院學報，(8)，419~470。
張春興 (1991)。現代心理學：現代人研究自身問題的科學。台北：東華。
張美雲、林佩蓉 (1996)。工作價值觀對幼兒教保人員離職或異動之影響--以大臺北地區
為例。中台學報，(10)，89~103。
Sage pub.
馮朝霖 (2002)。自我賦權、公民社會教育改革─台灣近十年教育改革的理論與反思。亞
洲研究，42，53-73。
楊筱雲 (1991)。影響臺北市托兒所幼兒園教師工作倦怠之相關因素研究。國立臺灣師範
大學家政教育研究所碩士論文。
楊深坑（1991）。我國實習制度之規畫研究。台北:台灣師大教研系。
楊深坑 (2002)。從專業理念的新發展論我國師資培育法之修訂。教育研究，(98)，79~90。
劉麗貞 (2001)。幼兒教育政策評估─以幼兒教育卷及幼托整合為研究焦點，東海大學公
共事務碩士在職專班碩士論文。
廖鳳瑞 (1998)。從幼兒的需求談幼托分合問題。成長幼教季刊，10(3)，18~22。
廖季清等 (1988)。我國學前教育師責培育方案之研究。教育部教育研究委員會。
Blumer, H. (1969). Symbolic interactionism: Perspective and method. NJ: Prentice-Hall.
潘英海 (1999)。人類學的田野工作─從馬凌諾斯基談起，載於：中正大學教育研究所
（編），教育學研究方法。高雄：麗文。
蔡春美、楊淑朱 (1999)。我國幼教師資培育現況與問題探究，載於：跨世紀幼教師資培
育回顧與展望學術研討會論文集。
薛承泰 (2004)。台灣近五十年的人口變遷與教育發展─兼論教改的方向，載於：學齡人
口減少對國民教育的影響及因應對策研討會實錄。
簡楚瑛、廖鳳瑞 (1995)。學前幼兒教育問題與因應之道。教育改革諮詢委員會專案研究
報告。
簡楚瑛 (1995)。正視學前教育的地位─學前教育問題初診，教改通訊，(5)，7~10。
饒見維等著 (1997)。學校本位的教師專業發展活動之協同行動研究，花蓮師範學院學習
Bourdieu, P. (1977). Outline of a theory of practice. Cambridge ; New York : Cambridge university
輔導處。
press. 宋偉航〈譯〉(2004)。實作理論綱要。 台北：麥田。
Bourdieu, P. & Loïc J.D. Wacquant, Loïc J.D. (1992). Loïc J.D.. An invitation to reflexive sociology. Cambridge : Polity Press.
Bronfenbrenner, U. (1979). The ecology of human development. Mass: Harvard University Press.
Bronfenbrenner, U. (1989). The ecology of the family as a context for human development:
Research perspectives. Developmental Psychology, (22), 723~742.
Bronfenbrenner, U. & Pamela, A. M. (1998). The ecology of developmental processes. In Lerner,
R. (ed.), Handbook of child psychology：Theoretical models of human development . NY:
Wiley, J.
Bruner, J. (1990). Autobiography and self. Cambridge, Mass: Harvard University Press.
Burman, E. & Parker, I. (1993). Discourse analytic research. London: Routledge.
Castells, M. (1997). The information age: Economy, society, and culture,vol.II. In the power of identity. Oxford: Blackwell.
Clandinin, D. & Connelly, M. (2000). Narrative inquiry：experience and story in qualitative research. San francisco: Jossey-bass publishers.蔡敏玲、余曉雯〈譯〉（2003）。敘說探究-質性研究中的經驗與故事。 台北：心理。
Cohen, A. P. (1985). The symbolic construction of community. Tavistock: Ellis Horwood.
Cohen, A. P. (1986). Of symbols and boundaries, or, does Ertie’s greatcoat hold the key ?, In A. Cohen, P. (ed.). Symbolising boundaries: Identity and diversity in british cultures, Manchester: Manchester University Press.
Colley, H. (2002). A “rough guide”to a history of mentoring from a Marxist feminist perspective. Journal of Education for Teaching, 28, 257-273.
Denzin, N. (1989). Interpretive interactionism. London: Sage. Pub, Inc.
Denzin, N. (1997). Interpretive ethnography : ethnographic practices for the 21st century. Thousand Oaks, Calif. : Sage Publications.
Denzin, N. (2000). Handbook of qualitative research. Thousand Oaks, Calif.: Sage Publications.
Dreyfus, H. & Rabinow, P. (1982). Beyond structuralism and hermeneutics. Brighton, harvester: Harvester press.
Durkheim, E. (1933). De la division du travail social. 渠東〈譯〉（2006）。社會分工論。臺北：左岸。
Dworet, D. (1996). Teachers` identities: Overview.In kompf, M. ;Bond, W.; Dworet, D. & Boak, R.(eds.) ,Changing research and practice; teachers` professionalism identities and knowledge. London: Falmer Press.
Erikson, E. (1980). Identity and the life cycle. NY: W. W. Norton.
Fairclough, N. (1989). Language and power. London & New York: Longman.
Fairclough, N. (1992). Discourse and social change. Polity Press: Oxford.
Fairclough, N. (1993). Critical discourse analysis and the marketization of public discourse: The universities. Discourse & Society, 4(2), 133~168.
Fairclough, N. (1995). Critical discourse analysis : The critical study of language. London ; New
York: Longman.
Fairclough, N. (2000). Discourse, social theory and social research. Journal of Sociolinguistics, 4(2), 163~195.
Ferrarotti, F. (1981). On the autonomy of the biographical method. In Bertaux, D.(ed.) ,Biography and society:The life-history approach in the social science. CA: Sage pub. Inc.
Flick, U. (1998). An introduction to qualitative research. CA: Sage Pub. Ltd.
Foucault, M. (1969). Archéologie du savoir. London : Routledge. 王德威（譯）(1993)。知識的考掘。台北：麥田。
Foucault, M. (1971). Madness and civilization : A history of insanity in the age of reason. Taiwan: s.n.
Foucault, M. (1972). The archaelolgy of knowledge and the discourse in language. New York: Pantheon Books
Foucault, M. (1974). Archeology of knowledge. London: Tavistock.
Foucault, M. (1977). Discipline and punish : The birth of prison. 劉北成、楊遠嬰（譯）（1992）。規訓與懲罰：監獄的誕生。台北：桂冠。
Foucault, M. (1978). The history of sexuality, volume one: An introduction. New York: Vintage House.
Foucault, M. (1981). The order of discourse. In Youge, R.(ed.)（1998）, Untying the text: A post-structuralist reader. (48~78). London: Routledge & Kegan Paul.
Foucault, M. (1982).The subject and power. In Dreyfus, H. & Rabinow, P. (eds.), Beyond structuralism and hermeneutics. Brighton, Sussex: Harvester Press.
Foucault, M. (1983). The subject and power. In Dreyfus, H. ; Rabinow, P. (eds.), Michel massachusetts. London: Blackwell Pub. Press.
Foucault, M. (1988). Politics, philosophy, culture: Interviews and others, 1977-1984. NY: Pantheon.
Foucault, M. (1994). The essential works of Foucault, 1954-1984. NY: The New Work Press.
Freire, P. (1970 / 2000). Pedagogy of oppressed: 30th anniversary edition. New York: Continuum.方永泉〈譯〉(2002)。受壓迫者教育學。台北：巨流。
Freire, P. (1998). Pedagogy of freedom: Ethic, democracy, and civic courage. New York: Rowman & Littlefield Pub. Inc.
Gadamer, H-G. (1986/1993). Wahrheit und method: Grundzuge einer philosohpischen hermenutik. 洪漢鼎（譯〉真理與方法：哲學詮釋學的基本特徵。台北：時報文化。
Griffith, A. & Smity, D（2005）. Mothering for schooling. New York : RoutledgeFalmer.
Giroux, H. (1985). Education under siege. London: Routeledge & Kegan Paul.
Giroux, H. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Grandy, Mass: Bergin & Garvey.
Giroux, H. (1991). Border pedagogy in the age of postmodernism. In Aronowitz, S. & Giroux. H. (eds.）: Postmodern education; politics, culture and social criticism (pp.114-135）University of Minnesota press.
Goffman, E. (1983). The interaction order. American Sociological Review, 48, 1-17.
Gordon, L. & Whitty, G. (1997). Giving the ‘hidden hand’ a helping hand? The rhetoric and reality of neoliberal education reform in england and new zealand. Comparative Education, 33, 453-467.
Gramsci, A. (1971). Selections from the prison notebooks. New York: International Pub.
Greenberg, J. (2000). Opinion discourse and canadian newspapers: The case of the Chinese ”boat people”. Canadian Journal of Communication, 25(4), 1-16.
Habermas, J. (1971). Knowledge and human interest. London: Heinemann.
Habermas, J. (1974). The public sphere. New German Critique, 1(3), 49-55.
Jenkins, R. (1996). Social identity. London: Routledge Press.
Kincheloe, J. L. (1999). Critical democracy and education. In henderson, J. & kesson, K. (eds.).
Understanding democratic curriculum leadership. New York: Teachers college Press.
Kohli, M. (1981). Biography: Account, text, method. In Bertaux, D.（Ed.）, Biography and society: The life-history approach in the social science. CA: Sage Pub. Inc.
Kokemohr, R. (2001). Inferential analysis as qualitative methodology: Case studies in biographic research. 馮朝霖〈譯〉質性方法中參照推論分析─傳記研究之案例分析，應用心理研究，(12)，25~48。
Kristeva, J.（1986）. Semiotics: A critical science and/or a critique of science. In Moi, T.（Ed.）The Kristeva reader (pp.74~88) New York: Columbia University Press.
Lortie, C. (1975). School teacher: A sociological study. Chicago: University of Chicago Press.
Marshall, C. & Rossman, B. (1999). Designing qualitative research.（3rd ed）. Thousand Oaks, Calif.: Sage Pub.
Marx, K. (1970). Capital: A critique of political economy. St. Moore and, E. Aveling(trans), New York: International Publishers.
Marx, K. (1975). The poverty of philosophy. Moscow: Progress Publishers.
McLaren, P. (1988). Forward: Critical theory and the meaning of hope, In Giroux, H.(ed.), Teachers as intellectuals: Toward a critical pedagogy of learning. N.Y: Bergin & Garvey.
McLaren, P. (2001). Life in schools: An introduction to critical pedagogy in the foundation of education. 蕭昭君、陳巨擘（譯）(2003)。校園生活 : 批判教育學導論。台北：巨流。
McLaren, P. & Farahmandpur, R. (2001). Educational policy and the socialist imagination: Revolutionary citizenship as a pedagogy of resistance. Educational Policy.15(3): 343-378.
McLaren, P. (2003). Critical pedagogy: A look at the major concepts. In Darder, A. et al.(eds.), The critical pedagogy reader. N.Y: Routledge.
McLaren, P. & Farahmandpur, R. (2005). Teaching against global capitalism and the new imperialism. USA: Rowman & Lottlefield Pub. Inc.
Mead, G. (1934). Mind, self and society. Chicago: University of Chicago Press.
Mills, S. (2004). Discourse(2nd ed). London: Routledge.
Popkewitz, T. (1985). Ideology and social formation in teacher education. Teaching and Teacher Education, 1(2), 91~107.
Richardson, V. & Placier, P. (2001). Handbook of research on teaching. Washington, D.C.:
American Educational Research Association.
Schütze, F.（1983）。倪鳴香（譯）（2001）。生命傳記研究與敘述訪談。生命口述傳記研究 課堂講義。
Smith, D. E. (2005). Institutional ethnography: A Sociology fo4 people. New York: AltaMira Press.
Taylor, C. (1985). Human agency and language. Cambridge ;New York: Cambridage University Press.
Weber, E. (1976). Peasants into frenchmen: The modernisation of rural france, 1870-1914.Stanford: Stanford University Press.
Young, K. (1989). Taleworlds and storyrealms: The phenomenology of narrative. Boston: Maritinus Nijhoff.
中文：
王紹楨等著 (1983)。台灣地區幼稚教育現況調查研究--兼比較曾就讀幼稚園兒童與未曾 |
| Description: | 博士
國立政治大學
教育研究所
91152516
98 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0911525161 |
| Data Type: | thesis |
| Appears in Collections: | [教育學系] 學位論文
|
Files in This Item:
| File |
Size | Format | |
|---|
| index.html | 0Kb | HTML2 | 282 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
