以定位理論探討一位補習班英語老師的敘事

Abstract

在臺灣教育體制下存在著兩種英語老師：一種是學校英語老師而另一種是補習班老師。大部分的學術研究探究學校老師的身分認知與建構，而很少人深入補習班老師。本質性研究以一位臺灣教育體制下的補習班老師如何定位自己和如何看待他人定位為題，探討台灣英語教育體制下，一位補習班老師的身分認知與建構。\n研究參與者是一位台籍的英語補習班老師，在補習班從事英語教學工作有八年之久，並曾在不同類型的補習班任教過。藉由合作敘事探究，本研究發現老師的身分認知與建構緊繫於他自身學習經驗，且老師過去學習的經驗，包括他自己曾經遇過的老師，可左右其教師信念與教學。\n透過本論文之研究，研究者提出補習班老師能夠藉由定位學校老師而建立自己的專業身分認知，再藉由不承認社會大眾對他的定位而找出自己在教師工作上的特殊價值。

In Taiwanese educational contexts, there are two groups of English teachers. One is school English teachers and the other one is buxiban English teachers. Most of the studies investigated identity construction of school teachers, overlooking how buxiban teachers construct their own teacher identity. This study addresses the research gap by conducting a qualitative study to explore how a buxiban teacher constructs his own teacher identity in the Taiwanese educational context. By answering the research question, how a buxiban teacher positions himself and how he positions others’ positioning in the overall Taiwanese educational context, the study attempts to understand how identity construction of the participant manifests itself in context.\nThe participant in this study is a Taiwanese English buxiban teacher who has eight-year working experiences and has worked in different buxiban contexts. By using collaborative inquiry, the research findings expose a teacher’s identity construction is highly related to his own learning experience because the learning experience may impact on his teaching belief.\nThrough the findings, this study argues that the buxiban teacher is able to construct his own professional identity by positioning school teachers and find out his unique worth and value by denial of public positioning.