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題名 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
作者 朱家鈺
Chu, Chia Yu
貢獻者 黃怡萍
Huang, Yi Ping
朱家鈺
Chu, Chia Yu
關鍵詞 英語教師身分
日期 2013
上傳時間 1-Oct-2014 13:50:02 (UTC+8)
摘要 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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描述 碩士
國立政治大學
英國語文學研究所
99551015
102
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0099551015
資料類型 thesis
dc.contributor.advisor 黃怡萍zh_TW
dc.contributor.advisor Huang, Yi Pingen_US
dc.contributor.author (Authors) 朱家鈺zh_TW
dc.contributor.author (Authors) Chu, Chia Yuen_US
dc.creator (作者) 朱家鈺zh_TW
dc.creator (作者) Chu, Chia Yuen_US
dc.date (日期) 2013en_US
dc.date.accessioned 1-Oct-2014 13:50:02 (UTC+8)-
dc.date.available 1-Oct-2014 13:50:02 (UTC+8)-
dc.date.issued (上傳時間) 1-Oct-2014 13:50:02 (UTC+8)-
dc.identifier (Other Identifiers) G0099551015en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/70368-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學研究所zh_TW
dc.description (描述) 99551015zh_TW
dc.description (描述) 102zh_TW
dc.description.abstract (摘要) 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。		zh_TW
dc.description.tableofcontents Acknowledgment……………………………………………………………………………iii
Chinese Abstract…….………………………………….………………………………...…vi
English Abstract ……………………………………………………………………………vii!
Chapter 1: PROLOGUE ............................................................................................................ 1!
An Autobiographical Moment .............................................................................. 1!
The Personal Context of the Research .................................................................. 2!
My Narrative 1- First Few Years about Teaching English .......................... 2!
My Narrative 2- Exploring More about Language Teaching ....................... 4!
My Narrative 3- Encountering Frustration ................................................... 5!
My Narrative 4- Who Am I as an English Teacher? .................................... 5!
My Narrative 5- A Casual Talk between Marcel and I ................................ 6!
The Sociocultural Context of the Research .......................................................... 7!
Tutoring/Cramming Industry in Taiwan ...................................................... 7!
Approaching the Research Puzzles ..................................................................... 11!
Chapter 2: CONCEPUALIZING THE RESEARCH .............................................................. 13!
Connecting with Existing Stories ....................................................................... 13!
(Language) Teacher Identity ...................................................................... 13!
English and Tutoring .................................................................................. 19!
Formulating the Theoretical Framework ............................................................ 20!
Postmodern Identity ................................................................................... 20!
Bourdieu’s Field and Capital ..................................................................... 23!
Discourse .................................................................................................... 24!
iii
Research Questions ............................................................................................. 26!
Chapter 3: EMBARKING ON THE RESEARCH JOURNEY ............................................... 27!
Postmodernism and Knowledge ......................................................................... 27!
Why Narrative Approach? .................................................................................. 27!
Narrative and Human Complexity ............................................................. 28!
Narrative and Identit(ies) ........................................................................... 28!
Acknowledging My Presence .................................................................... 29!
Introducing the Research Landscape .................................................................. 30!
My Monologue ........................................................................................... 31!
A Monologue from a Former Academic Chair .......................................... 31!
Introducing the Main Character with Whom I Was Traveling ........................... 32!
How We Met Prior to the Journey ............................................................. 33!
Emerging Commitment to English Teaching ............................................. 33!
We Are Both Sailors on the Same Boat ..................................................... 34!
Exploring Together .................................................................................... 35!
Capturing the Scenery along the Journey ........................................................... 36!
Semi-structured Interview(s) ...................................................................... 36!
Marcel .................................................................................................. 36!
Jean: A Former Academic Chair ......................................................... 37!
Marcel’s Facebook Posts ............................................................................ 39!
Cultural Artifacts ........................................................................................ 39!
Researcher’s Research Notes ..................................................................... 40!
Moving from Field Text to Research Text ......................................................... 40!
Paradigmatic Cognition and Narrative Cognition ...................................... 41!
Analyzing the Narrative Data ..................................................................... 42!
Securing Trustworthiness of the Research Journey ............................................ 46!
iii
Member Checking ...................................................................................... 46!
Researcher’s Positioning and Reflexivity .................................................. 46!
Sharing the Scenery along the Journey ............................................................... 49!
Chapter 4: A NARRATIVE ACCOUNT OF MARCEL ......................................................... 51!
Narrative 1: Earlier Teaching Experience: I Taught Knowledge about
Language ..................................................................................... 51!
Narrative 2: Emerging Teacher Identity in the TESOL Program: Did I
Have to Be a Student Pleaser? .................................................... 52!
Narrative 3: My Influential Mentor: The Person I Respect and Admire
the Most ....................................................................................... 54!
Narrative 4: Envisioning an Academic Future in TESOL .................................. 56!
Narrative 5: Developing Confidence in Near-nativelikeness through
Social Contact: What about My Students? ................................. 58!
Narrative 6: Struggling in LLC: This Is Not Language Teaching! .................... 62!
Narrative 7 Aggravating Frustration: How Can You Not Take This
Seriously? I Thought You Wanted To Be an English
Teacher! ...................................................................................... 66!
Narrative 8: Relocating To Shanghai: A New Start ........................................... 68!
Chapter 5: THE PLOT CONNECTING THE THREADS — TEACHER IDENTIY AS A
SITE OF STRUGGLE FOR RECOGNITION ..................................................... 71!
Recognition from the Mentor ............................................................................. 73!
Recognized as a Near-Native English Speaker .................................................. 74!
Misrecognition and Misacknowledgement ......................................................... 78!
An Unexpected Resonance ................................................................................. 83!
Chapter 6: EPILOGUE－ A REVIST TO TEACHER IDENTITY IN TESOL .................... 85!
Reflecting on Issues of Language Teacher Identity in Marcel’s Stories ............ 85!
TESOL Education as a Platform for Identity Construction and Reflection ....... 88!
Identity Construction through Enhanced Identity Options ........................ 88!
iii
Identity Reflection through Narrative ........................................................ 91!
Limitations and Suggestions for Future Research .............................................. 92!
Limitations ................................................................................................. 92!
Suggestions for Future Research ................................................................ 93!
A Postcript .................................................................................................. 95!
REFERENCES ........................................................................................................................ 97!
APPENDICES……………………………………………………………………………..117		zh_TW
dc.format.extent 509117 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0099551015en_US
dc.subject (關鍵詞) 英語教師身分zh_TW
dc.title (題名) 英語教師身份認知的掙扎：一位英語教師的敘事探究zh_TW
dc.title (題名) Language Teacher Identity as a Site of Struggle for Recognition: A Narrative Understanding of an English Teacher’s Identity Constructionen_US
dc.type (資料類型) thesisen
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