多專長師培公費生對加科專長之教師專業認同探究

Abstract

本研究旨在探討多專長師培公費生對加科專長之教師專業認同發展歷程，並細究過程中影響公費生對加科專長之教師專業認同的因素，及其所遇之認同危機及因應方式。近年來我國公費生的培育條件相較於過往有所轉變，主要依照各縣市學校的需求進行客製化培育，且以多專長的培育為主，即公費生需要具備兩個以上的教學專長。對於多專長師培公費生來說，加科專長教師的專業認同成為其教職生涯發展的重要議題。因此，本研究採取質性的個案研究作為研究方法，透過訪談、檔案文件、觀察三個方式蒐集研究資料，從「自我與專業認知」、「實踐與行動展現」、「情感與專業承諾」三個面向來探究多專長師培公費生對加科專長在「加科專長培育前」、「加科專長培育階段」、「任教服務階段」歷程中對加科專長專業認同之發展，並經整理與分析後於呈現研究結果並進行討論，最終對多專長公費師資培育與任用及未來研究提出建議。本研究綜整過往文獻、訪談、文件及觀課資料，經研究者分析與詮釋後歸納出三點研究結論，臚列如下：（一）多專長師培公費生對加科專長的教師專業認同，隨著時間推移而不斷變化，展現出多元且充滿變動的發展歷程。（二）多專長師培公費生對加科專長的教師專業認同，受到個人因素與環境因素的影響。（三）面對個人因素、環境因素、公費培育制度導致的認同危機，多專長師培公費生的因應方式將可能強化、轉變或淡化其對加科專長的教師專業認同。This study aims to explore the development of teacher professional identity regarding additional subject expertise among multi-specialty government-funded teachers. It further examines the factors influencing their teacher professional identity, the identity crises they encounter, and their coping strategies. In recent years, the training conditions for government-funded teachers in Taiwan have shifted, with training programs being customized based on the needs of different school districts. These programs primarily focus on multi-specialty training, requiring teachers to develop expertise in at least two teaching subjects. For multi-specialty government-funded teachers, professional identity in their additional subject plays a crucial role in their career development.Adopting a qualitative case study approach, this study collected data through interviews, document analysis, and observations. It examines the development of teacher professional identity in additional subject expertise across three dimensions—self and professional cognition, practice and action performance, and emotion and professional commitment—throughout three key stages: before the additional subject expertise training, additional subject expertise training, and in-service teaching. Based on a synthesis of literature, interviews, document analysis, and classroom observations, this study concludes: (1) multi-specialty government-funded teachers experience an evolving and dynamic developmental process of professional identity in their additional subject expertise; (2) both personal and environmental factors shape their teacher professional identity; (3) when facing identity crises caused by personal factors, environmental factors, or the structure of the government-funded teacher training program, teachers may strengthen, transform, or weaken their teacher professional identity in their additional subject expertise as a coping mechanism.