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題名 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
作者 戴文青
貢獻者 馮朝霖
戴文青
關鍵詞 教師身份認同
幼兒園教師
批判教育學
teacher’s identity
preschool teacher
critical pedagogy
日期 2009
上傳時間 8-Dec-2010 02:03:38 (UTC+8)
摘要 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”.
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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
描述 博士
國立政治大學
教育研究所
91152516
98
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0911525161
資料類型 thesis
dc.contributor.advisor 馮朝霖zh_TW
dc.contributor.author (Authors) 戴文青zh_TW
dc.creator (作者) 戴文青zh_TW
dc.date (日期) 2009en_US
dc.date.accessioned 8-Dec-2010 02:03:38 (UTC+8)-
dc.date.available 8-Dec-2010 02:03:38 (UTC+8)-
dc.date.issued (上傳時間) 8-Dec-2010 02:03:38 (UTC+8)-
dc.identifier (Other Identifiers) G0911525161en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/49287-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育研究所zh_TW
dc.description (描述) 91152516zh_TW
dc.description (描述) 98zh_TW
dc.description.abstract (摘要) 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。		zh_TW
dc.description.abstract (摘要) 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”.		en_US
dc.description.tableofcontents 第壹章：研究背景與目的 ……………………………………………1
     一、 從我們的習癖說起 … ……………………………………………3
     二、 且將熟悉的事物陌生化 …………………………………………6
     三、 研究目的 ……………………………………………………………9
     第貳章：理論架構與文獻探討………………………………………11
     一、 認同的意義與基本性格…………………………………………11
      （一）、認同的形構 …………………………………………………12
     (1)系統性的綜合與生成力量 ……………………………13
     (2)在脈絡中體現 …………………………………………15
     (3)在世存有 ………………………………………………16
      （二）、認同的制度化與組織化 ……………………………………19
      （三）、教師身份認同之意涵 ………………………………………25
      二、 論述、權力與身份認同 …………………………………………28
     （一）、「論述」的意涵與操演能量 ………………………………29
     (1)論述秩序 ………………………………………………30
     (2)支配性論述 ……………………………………………31
     (3)治理性與稀釋化 ………………………………………33
      （二）、非倫理性的存有狀態 … ……………………………………36
      （三）、論述結構的開放性…………………………………………40
      三、批判教育學的宗旨…………………………………………………44
      (一)、教育場的市場化論述 ………………………………………45
      (二)、市場理性所導致的人倫危機 ……………………………48
      (三)、「人性化」(humanization)運動 ……………………………55
      (1)開展文化解構與重構性智慧 ………………………………57
      (2)重新思考學校的社會功能 …………………………………61
      (3)教師工作的倫理與政治性意涵 ……………………………64
     四、 教師認同相關研究文獻探討 …………………………………69
     第參章：方法論與研究策略 …………………………………………77
     一、 方法論 ………………………………………………………77
      (一)、敘事性的研究語言 …………………………………………79
      (二)、批判論述分析與文本政治 …………………………………82
     二、 具體研究策略 ………………………………………………………83
     （一）、資料採集………………………………………………………84
     （二）、資料分析………………………………………………………87
     (三)、研究者現身的問題 …………………………………………91
     第肆章：幼兒園教師身份認同圖像─資料分析 ………………93
     一、 文本分析 ……………………………………………………………93
     (一)、珍心文本分析 ………………………………………………94
     (二)、悅心文本分析 ……………………………………………104
     (三)、品幼文本分析………………………………………………108
     (四)、立清文本分析 ……………………………………………114
     (五)、廻馨文本分析………………………………………………124
     (六)、戀佳文本分析 ………………………………………………128
      二、論述實踐向度分析 ………………………………………………140
      (一)、珍心：「為什麼幼教要做到這個樣子」 …………………140
      (二)、悅心：「幼稚園變成我的興趣 就是我的工作」 ………141
      (三)、品幼：「想要『真的』去帶班」 …………………………142
      (四)、立清：「在那邊 我會覺得說 好像被綁手綁腳的」 ……143
      (五)、廻馨：「這不是我要的生活」 ……………………………144
      (六)、戀佳：想「回家」的代課教師 …………………………144
      (七)、綜合討論 ……………………………………………………145
     三、社會實踐向度分析……………………………………………………157
      (一)、幼生人口與家庭結構變遷 …………………………………158
      (二)、台灣幼兒教育政策發展圖像 ………………………………160
      （三）、幼兒園師資培育政策與施行內涵 …………………………169
     (四)、幼兒園現場的市場化論述 …………………………………178
      (五)、傳統文化價值觀的操控力道 … ……………………………184
      （六）、幼兒園教師存在境況 … ……………………………………186
     第伍章：討論與建議……………………………………………………193
      一、重建幼兒園師資培育課程架構與施行方式 ……………………196 二、尋找國家介入的合理基點 ………………………………………198
     三、 啟動各階層間的「對話」機制 …………………………………200
     四、 本研究限制 ………………………………………………………203
     附件一：訪談逐字稿(節錄) …………………………………………241
     附件二：文本轉錄代號規則說明 ……………………………………242
     附件三：訪談同意書 …………………………………………………243
     參考文獻……………………………………………………………………244		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0911525161en_US
dc.subject (關鍵詞) 教師身份認同zh_TW
dc.subject (關鍵詞) 幼兒園教師zh_TW
dc.subject (關鍵詞) 批判教育學zh_TW
dc.subject (關鍵詞) teacher’s identityen_US
dc.subject (關鍵詞) preschool teacheren_US
dc.subject (關鍵詞) critical pedagogyen_US
dc.title (題名) 社會變遷中台灣幼兒園教師身份認同轉化之研究zh_TW
dc.title (題名) The Transformation of Preschool Teachers’ Identity in a Changing Society of Taiwanen_US
dc.type (資料類型) thesisen
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