變遷社會中台灣幼師專業認同歷程之研究

Abstract

「成為幼師」乃是一段社會化的學習歷程，其不再只是從「角色期待」研究視域出發，試圖建構理想的教師職業圖像。在詮釋性研究典範思潮的影響下，主體意義世界的內涵再度受到重視，對於「角色」的探究亦轉向著重在人與環境交互作用的理解，關注「教師」該角色在教育專業體系中「如何」內化環境社會文化內涵進而形成專業規範。 1970年代有關教師生涯發展研究可以說是教師社會化研究過渡到1980年代後期生命史及傳記研究典範的前奏。「成為教師」被視為個體傳記性歷程的一環，它與社會科學轉向主體性認識論之發展趨勢並進，深入主體主觀意識的探究，以理解變遷社會下主體在歷史性參與的社會化意涵。誠如德國社會學家H. Bude (1984: 8-9)所言，透過傳記研究不僅可對生命歷程中社會規範機制的理解，同時可以獲得生命意義的邏輯及生命歷程社會化堆砌的樣態。本研究計畫依循德國1980年代興起的生命口述傳記研究取向，自1993年起採用德國社會學者F. Schuetze提出之「敘述訪談法」持續於2013-2014年間又採集23位服務年滿15年以上台灣幼師的口述職業史，陸續累積約50份訪談文本。2004年於「童年的蛻變」一文中從台灣幼師職業角色形成類型學的建構，提出「幼師職業習性論」，即論述「童年經驗」如何影響生命個體選擇成為幼師。接續該研究的結果，繼續針對幼師職業發展歷程的敘述部分進行研究樣本間的參照與比對，藉由F. Schuetze的理論建構及R. Kokemohr的參照推論敘述文本解讀詮釋方案，一方面對研究者於2000年所提出幼師專業認同發展三階段論 - 「想像性職業認同」、「胚胎性職業認同」、「確定性職業認同」擴大研究樣本進行考驗；同時從自我創化論的觀點，統整「自我-角色-專業」認同與幼師專業認同發展三階段論間的關係，即闡述幼師如何從「喜愛小孩」–「可以跟孩子玩」到「要教育孩子」成長蛻變乃至認同幼教專業的生命歷程。

Becoming a kindergarten teacher is a socialization learning process. Under the influence of the interpretative paradigm, the subject’s meaning world regains the attetion. The focus of research transfers from the inquiry of “role“ to the understanding of the interaction between human being and the environment, and to “how“ do teachers internalize social and cultural connotations and to forming the professional norms in the professional education system. Studies on teacher career development in 1970s can be considered as a prelude of the paradigm shift on life history and biographical research in the late 1980s in the field of the teacher socialization research. “Becoming A Teacher“ is deemed as a part of individual biographical history. The approach of the research is based on life biography evolved in the field of humane social science in Germany in the 1980s. Since 1993 the researcher has used the method “narrative interview“ proposed by German sociologist F. Schutze to collect the career narrations of the preschool teachers who serve over 15 years and the total narrations amount about 23. Extending the previous 2004 research, we enlarged the comparison of the samples. Through the data analysis method “Analyses of Theory Structure“ developed by F. Schutze and “Inferential Theory“ by R. Kokemohr, on the one hand, we tested the three stages of the preschool teacher’s professional identity: “imaginative career identity“, “Breeding career identity“, and “Stable career identity“. On the other hand, from the viewpoint of self?transformation we further integrate the relation between the identity of “self ? role ? profession“ and the three stages of the preschool teacher’s professional identity, namely elaborate the life course of preschool teachers that is transformed from “loving children“, “having opportunities to play with children“, “willing to educate children“ to “identifying with the profession”.