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題名 課程改革中的掙扎：一位英文領召老師情緒與專業認同轉變之個案研究
Struggles for Curriculum Reform: A Case Study on an English Subject Leader`s Change of Emotions and Professional Identity
作者 賴姿好
Lai, Tzu-Hao
貢獻者 黃怡萍
Huang, Yi-Ping
賴姿好
Lai, Tzu-Hao
關鍵詞 教師情緒
專業認同
課程改革
校本課程發展
Teacher emotion
Professional identity
Curriculum reform
School-based curriculum development
日期 2020
上傳時間 3-Aug-2020 18:32:52 (UTC+8)
摘要 鑑於教師兼任各領域召集人在新一波108新課綱的課程改革中扮演關鍵的成敗角色，本論文藉由個案分析，深入探索一位台灣英文領召老師在發展校本課程期間所經歷的情緒轉變，以及身為領域課程設計者在專業認同上的另一層體悟，兩者交互呈現教師在改革浪潮之下，持續掙扎、最終生存並自我成長的一段歷程。經由分析與個案教師的半結構訪談、口語敘事及教師在社群網站上發佈的貼文，本研究發現，由新課綱宣導實施，直到課程設計、發展到最終實踐，領召教師的情緒由一開始的期許轉為憂慮、歷經躁動不安而後歸於安定，而過程中的情緒起伏突顯教師倦怠來自於兼顧多重身份與課程設計工作下的長期壓力。此外，在學校特定情境下所引發的種種負面情緒，如：緊張、焦慮、擔憂、壓力…等，並非獨立於情境之內，而是與校內人事物息息相關。因此，隨著課程逐步發展成型，領召教師的個人生活與工作的情緒連結亦更為緊密；然而，教師所面臨的負面工作壓力並未得到釋放，取而代之在情境中轉移，形成經年累月、彈性疲乏的無限迴圈，進一步剝奪領召教師的幸福感，讓個體在課程改革的大環境中更加失落、疏離。
透過本論文之個案研究，希望能提供未來課程發展與改革不同的觀點。首先，除了正向案例宣導，鼓勵並提供領召教師抒發負面情緒之管道與方式，有助於形塑教師對於課程改革的認知。除此之外，提倡校長以轉型領導風格提升校內氣氛，有益於增進校長、行政單位與領召教師三方之有效溝通，進而昇華教師幸福感及教師承諾，開啟課程改革成功實踐的契機。
Concerning teachers’ involvement as a critical role in the recent curriculum reform—New Curriculum Guidelines of 12 Year Basic Education, the case study attempts to provide a comprehensive overview of a Taiwanese English subject leader’s survival in school-based curriculum development. The purpose of the study is to explore the teacher-participant’s emotions and perception of her professional identities, including her interpretation of these emotional experiences and her view on subject leadership in curriculum design.
Data was generated through her online journals, the researcher’s notes, semi-structured interviews and oral narratives over a six-month period with a female in-service English teacher in a junior high school located in the capital city of Taiwan. Her accounts were reconstructed to give snapshots of how a teacher struggles to manage feelings of nervousness, worry, anxiety and stress on a daily basis. As the eight narratives offer a glimpse into each unique moment in which she was emotionally provoked, events are interwoven with one another and there emerges the dynamic interaction between emotions and professional identities. The findings illustrate a burned-out teacher undergoing a massive reform has experienced multiple emotions in a process of change. Additionally, her stories present a chronic tendency from a positive state to a negative one. In particular, the interpretations of them elicit more negative emotional terms rather than positive ones; that exemplifies teachers’ persistent struggles in all aspects. On the other hand, the stressed teacher also encountered problems, such as enduring excessive workload, having difficulties to meet the principal’s expectations or identifying with the set goals. Struggles with these conflicting situations elevate the level of anxiety, which made her fall into a trap of dreary cycles. However, from struggle to strength, the novice subject leader has survived the bad stories and grown into a proficient master of multi-tasking towards her journey’s end.
The research provides implications for the complex nature of teacher emotion and professional identity in the context of curriculum reform. First, opportunities should be present for teachers to articulate internal emotional experiences in various situations that evoke their strong feelings. Second, better coordinating efforts towards effective implementation of educational reform are required to improve teachers’ task perception and support them go through the period of adopting new ideas. Lastly, the transformational leadership style of school principals determines the tremendous effects of building positive school climate, which enhances teachers’ well-being and hence has profound influence on the success of achieving fundamental curriculum changes.
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描述 碩士
國立政治大學
英語教學碩士在職專班
106951001
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106951001
資料類型 thesis
dc.contributor.advisor 黃怡萍zh_TW
dc.contributor.advisor Huang, Yi-Pingen_US
dc.contributor.author (Authors) 賴姿好zh_TW
dc.contributor.author (Authors) Lai, Tzu-Haoen_US
dc.creator (作者) 賴姿好zh_TW
dc.creator (作者) Lai, Tzu-Haoen_US
dc.date (日期) 2020en_US
dc.date.accessioned 3-Aug-2020 18:32:52 (UTC+8)-
dc.date.available 3-Aug-2020 18:32:52 (UTC+8)-
dc.date.issued (上傳時間) 3-Aug-2020 18:32:52 (UTC+8)-
dc.identifier (Other Identifiers) G0106951001en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/131300-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 106951001zh_TW
dc.description.abstract (摘要) 鑑於教師兼任各領域召集人在新一波108新課綱的課程改革中扮演關鍵的成敗角色，本論文藉由個案分析，深入探索一位台灣英文領召老師在發展校本課程期間所經歷的情緒轉變，以及身為領域課程設計者在專業認同上的另一層體悟，兩者交互呈現教師在改革浪潮之下，持續掙扎、最終生存並自我成長的一段歷程。經由分析與個案教師的半結構訪談、口語敘事及教師在社群網站上發佈的貼文，本研究發現，由新課綱宣導實施，直到課程設計、發展到最終實踐，領召教師的情緒由一開始的期許轉為憂慮、歷經躁動不安而後歸於安定，而過程中的情緒起伏突顯教師倦怠來自於兼顧多重身份與課程設計工作下的長期壓力。此外，在學校特定情境下所引發的種種負面情緒，如：緊張、焦慮、擔憂、壓力…等，並非獨立於情境之內，而是與校內人事物息息相關。因此，隨著課程逐步發展成型，領召教師的個人生活與工作的情緒連結亦更為緊密；然而，教師所面臨的負面工作壓力並未得到釋放，取而代之在情境中轉移，形成經年累月、彈性疲乏的無限迴圈，進一步剝奪領召教師的幸福感，讓個體在課程改革的大環境中更加失落、疏離。
透過本論文之個案研究，希望能提供未來課程發展與改革不同的觀點。首先，除了正向案例宣導，鼓勵並提供領召教師抒發負面情緒之管道與方式，有助於形塑教師對於課程改革的認知。除此之外，提倡校長以轉型領導風格提升校內氣氛，有益於增進校長、行政單位與領召教師三方之有效溝通，進而昇華教師幸福感及教師承諾，開啟課程改革成功實踐的契機。		zh_TW
dc.description.abstract (摘要) Concerning teachers’ involvement as a critical role in the recent curriculum reform—New Curriculum Guidelines of 12 Year Basic Education, the case study attempts to provide a comprehensive overview of a Taiwanese English subject leader’s survival in school-based curriculum development. The purpose of the study is to explore the teacher-participant’s emotions and perception of her professional identities, including her interpretation of these emotional experiences and her view on subject leadership in curriculum design.
Data was generated through her online journals, the researcher’s notes, semi-structured interviews and oral narratives over a six-month period with a female in-service English teacher in a junior high school located in the capital city of Taiwan. Her accounts were reconstructed to give snapshots of how a teacher struggles to manage feelings of nervousness, worry, anxiety and stress on a daily basis. As the eight narratives offer a glimpse into each unique moment in which she was emotionally provoked, events are interwoven with one another and there emerges the dynamic interaction between emotions and professional identities. The findings illustrate a burned-out teacher undergoing a massive reform has experienced multiple emotions in a process of change. Additionally, her stories present a chronic tendency from a positive state to a negative one. In particular, the interpretations of them elicit more negative emotional terms rather than positive ones; that exemplifies teachers’ persistent struggles in all aspects. On the other hand, the stressed teacher also encountered problems, such as enduring excessive workload, having difficulties to meet the principal’s expectations or identifying with the set goals. Struggles with these conflicting situations elevate the level of anxiety, which made her fall into a trap of dreary cycles. However, from struggle to strength, the novice subject leader has survived the bad stories and grown into a proficient master of multi-tasking towards her journey’s end.
The research provides implications for the complex nature of teacher emotion and professional identity in the context of curriculum reform. First, opportunities should be present for teachers to articulate internal emotional experiences in various situations that evoke their strong feelings. Second, better coordinating efforts towards effective implementation of educational reform are required to improve teachers’ task perception and support them go through the period of adopting new ideas. Lastly, the transformational leadership style of school principals determines the tremendous effects of building positive school climate, which enhances teachers’ well-being and hence has profound influence on the success of achieving fundamental curriculum changes.		en_US
dc.description.tableofcontents Acknowledgements ii
Chinese Abstract vii
English Abstract ix
Chapter One: Introduction 1
Chapter Two: Literature Review 7
Teacher Emotion 7
Teacher Emotion and Professional Identity 11
Teacher Emotion and Identity in the Context of
Educational Change 14
Chapter Three: Methodology 19
Research Design 19
Context and Participant 20
Data Collection 21
Data Analysis 25
Chapter Four: Results 27
Orientation of Curriculum Objectives, in September 27
4.1. Bright-sided: A Novice Subject Leader’s
Curriculum Design Journey to Be Started Anew 27
4.2. Worried: Fear of Addressing Unknown Challenges
Casting a Shadow over a Teacher’s Enthusiasm 28
4.3. Anxious: A Potential Curriculum Designer Feeling
More than Self-doubted 30
4.4. Overwhelmed and Isolated: Being No Match for a
Principal’s Formal Authority and Becoming One of
those Typical Street-level Bureaucrats 34
Curriculum Design and Modification, from October to
January 37
4.5. Confused: An Early Career Teacher Feeling
Struggled with Ridiculous Situations that Resulted
from Superiors’ Unreasonable Expectations 37
4.6. Stressed out: An Exhausted English
Teacher/Subject Leader/Homeroom Teacher/Curriculum
Designer Realizing There Was No Way out of the Dreary
Cycle 43
4.7. Puzzled and Lost: Having Learned Smart and
Tuning Out to Be an Exquisite Negotiator 51
Evaluation of the Developed Curriculum, from February to
March 56
4.8. Settled: The Real Master of Multi-tasking Being
Relieved to Successfully Close the Projects towards
the Journey’s End 56
Chapter Five: Discussion 63
The Changes of Teachers’ Emotions during the Process of
Planning and Designing a School-based Curriculum 63
5.1. From an Enthusiastic Change Agent Filled with a
Positive Outlook to a Disappointed Reform Enthusiast
Faced with the Dark Side of Curriculum Change 63
5.2. From Loss of Enthusiasm to Emotional Exhaustion
and Overall Burnout 66
5.3. Shift in a Depersonalized Street-Level
Bureaucracy towards the Settled Feeling 68
The Interaction of a Subject Leader’s Emotional
Experiences and Her Professional Identities in the
Context of Curriculum Reform 71
5.4. Leadership Burnout: Struggling with Additional
Workload 71
5.5. Value Conflict: Struggling with Conflict
Resolution 73
5.6. Identity Crisis: Struggling with Bureaucracy and
Parallel Negotiations 76
Chapter Six: Conclusion 81
Pedagogical Implications of the Study 82
Limitation of the Study and Direction for Future Research
85
REFERENCES 87
APPENDIXES 99		zh_TW
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dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106951001en_US
dc.subject (關鍵詞) 教師情緒zh_TW
dc.subject (關鍵詞) 專業認同zh_TW
dc.subject (關鍵詞) 課程改革zh_TW
dc.subject (關鍵詞) 校本課程發展zh_TW
dc.subject (關鍵詞) Teacher emotionen_US
dc.subject (關鍵詞) Professional identityen_US
dc.subject (關鍵詞) Curriculum reformen_US
dc.subject (關鍵詞) School-based curriculum developmenten_US
dc.title (題名) 課程改革中的掙扎：一位英文領召老師情緒與專業認同轉變之個案研究zh_TW
dc.title (題名) Struggles for Curriculum Reform: A Case Study on an English Subject Leader`s Change of Emotions and Professional Identityen_US
dc.type (資料類型) thesisen_US
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dc.identifier.doi (DOI) 10.6814/NCCU202000904en_US