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Title:	英語教師身份認知的掙扎：一位英語教師的敘事探究 Language Teacher Identity as a Site of Struggle for Recognition: A Narrative Understanding of an English Teacher’s Identity Construction
Authors:	朱家鈺 Chu, Chia Yu
Contributors:	黃怡萍 Huang, Yi Ping 朱家鈺 Chu, Chia Yu
Keywords:	英語教師身分
Date:	2013
Issue Date:	2014-10-01 13:50:02 (UTC+8)
Abstract:	本論文透過敘事探究的方式，探討一位補教業英文老師之身份認知與建構。經由半結構訪談、分析此教師社群網站發表之文章，以及筆者之研究筆記，本論文意圖呈現補教英語老師之身份認知與建構，是一段持續掙扎、探索進而取得認同(recognition)的過程。經由分析、探討此個案的人生經驗與自我敘述後，本研究發現，教師遭逢之人、事、物，以及言談敘述背後所隱含的思維與價值，皆影響教師之自我身份認知與建構。教師在教學歷程中，往往具有多重的身分認同選項(不論此選項是教師堅信或是外在加諸)，這些身分認同的差異選項可能相互牴觸，並由於自身內部之認知與外部價值思維的衝突，進而引發一連串的「不被認同」(misrecognition and misacknowledgment)。本研究呈現出過去英語師資培育之相關研究往往忽略教師個人身分認同選項的現象，因此，如何敘述、協調個人的身分認同選項與衝突，並應用於英語師資的培養與自我調適，是本論文著眼之處。透過本論文之研究，亦希望提供英語師資培育課程不同的視野。第一，相關課程如何透過介紹不同言談思維價值，使教師能夠適當運用多種身分認同選項；第二，如何將敘事概念融入相關課程，協助教師解讀其教學中遭遇之人、事、物之關係與衝突，並進一步思考對教師本身之影響。
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Description:	碩士國立政治大學英國語文學研究所 99551015 102
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