本研究從一位初任幼師的困境為起點，雖然接受過師培訓練，卻在正式進入職場後，對於擔任幼師一職的能力和專業感到質疑，個體歸究原因為自身專業知識不足，因而報考研究所，並認定問題得以輕易解決，直到訪談在學前教育領域已工作二十幾年的蘇老師，才開始思索幼師角色對於自身之意涵，同時意識到個體於專業認同上出現危機，至此展開探索之旅程！ 本研究採質化研究中的敘說方法，從個體幼年生活「故事」寫起、受教的經驗與感受、如何成為幼師的歷程，以及之後擔任「家園」裡的「母親」，透過書寫、行動和反思之不斷循環歷程，期望了解自身對幼師角色之體認與如何形構幼師之專業認同。 本研究整理出幼師個體之實踐智慧： 1.孩子基礎教育應透過正確的飲食習慣和運動養成勤勞之慣性，以健康身體為基礎，透過與人事物互動後反思、參解，提升人格與心性的平穩。 2.跳脫傳統教育迷思，重建健康之教育生態環境，也才有可能培育出身心健康的個人。 3.幼師專業認同形構之漸進循環模式：抉擇、磨合、蜜月、危機期。 4.影響幼師專業認同演化之因素，包括：母職外表、專業技能、教育活動意涵、職業角色價值與自我核心價值。符應倪鳴香研究的幼師職業認同三部曲，「塑形-堆砌-自我引導」由外而內之演進。 5.幼師專業認同演化歷程中，受到外在現實社會與理想上專業認定兩者的價值衝突，最終須回歸到幼師自身的個人核心價值導引。

帶著在幼教現場工作五年的倦怠感，我急切的想逃離幼教現場，進入研究所學習。本文選擇以自我敘說為研究方法，透過生命故事的書寫，澄清自己在幼教專業認同上所面對的三個危機感：工作的倦怠與迷失、教師證等同專業嗎？及不知如何回應父母的期待。 以自我敘說做為理解自己、探究專業認同的一條途徑，書寫內容涵括我的童年及求學歷程。自我生命故事的敘寫歷程，使我得以重新理解自身專業成長的圖像，並因此能化解歷程演進中所形成的專業認同危機，它嚴然可視之為「一趟自我追尋的旅程」。故事從我大學畢業後踏入幼教現場工作開始回溯，並銜接我身為幼教工作者的專業養成的歷程。 在過程中不斷透過書寫和敘說的自我反映爬梳過往經驗，在反芻自身經驗中，重塑經驗體現的價值。在重新遇見自己中，再思考教育工作者自身專業的主體性。在化解及消除專業認同中危機感的同時，我已然能有意識的再次選擇進入幼教領域繼續成長與學習。 / With the tiring feeling working at the early childhood education work field, I was eager to run away from it and to enter graduate school to recharge myself. I chose to use the self-narrative inquiry as my study method. Using my own life story, I tried to clarify the three crisis awareness I am facing in my professional identity: the lost and tiring feeling at work, the question of whether a teacher’s certificate equals to teaching professions and the expectation from my parents that I do not know how to response. Self-narrative inquiry is the method I used to understand myself and to look into my professional identity. I wish to write about my childhood and how I studied. Using my life story to write about my learning process makes me be able to re-understand how my profession builds. Therefore, I am able to solve the professional identity crisis which was building up during my learning experience. This without a doubt is a “self-searching journey.” The story starts from how I decided to go to early childhood work field right after I graduated from my university. Then it talks about how I build up my profession in early childhood education. During the writing and examining my own experiences again and again, I manage to reconstruct the value of experience embodiment. With encountering myself again, I ponder once more the subjectivity of educator’s profession. While resolving the profession identity crisis, I have the confidence to choose to enter the early childhood work field to continuing my progressing and learning.

本研究之目的為：其一，分析諮商心理師專業認同內涵，發展諮商心理師專業認同量表；其二，瞭解諮商心理師之專業認同與工作滿意度之現況；最後，探究諮商心理師專業認同與工作滿意度之關係與預測力。 本研究以問卷調查法進行，採用「諮商心理師專業認同量表」與「工作滿意度量表」做為研究工具，以立意抽樣的方式選取臺灣地區諮商心理師為研究對象，有效樣本為167份，經以描述性統計、因素分析、Cronbach 信度分析、皮爾遜積差相關分析、t檢定、單因子變異數分析與多元迴歸分析等統計方法進行分析。本研究主要發現如下： 一、「諮商心理師專業認同量表」具有良好信效度，該量表包含「專業知能認同」、「專業理念認同」、「專業倫理認同」與「專業服務認同」等四個因素，共計15題，是可測量諮商心理師專業認同程度之適當工具。 二、整理而言，諮商心理師具有高程度的專業認同，以及中高程度的工作滿意度。 三、諮商心理師專業認同與工作滿意度有顯著相關，而專業認同對工作滿意度有部分預測力，分別為「專業理念認同對工作成就滿意度的預測力」、「專業倫理認同對工作業務滿意度的預測力」與「專業服務認同對於進修管道滿意度的預測力」。 最後，研究者依據研究結果加以討論，並對未來研究與實務工作提出建議。

Studies in medical anthropology and health sociology have shown the intensification of exchanges between Chinese and Western medicine. However, there is a lack of literature exploring this phenomenon from the human communication perspective. To fill this gap, this study aims to analyze patterns and processes taking place during the interaction between Chinese and Western medicine by inquiring into professional identity of the Chinese medical practitioners. To implement this goal, a qualitative exploratory research was conducted in the Yusheng Chinese Medical Clinic, employing the methods of participant observation and interviewing. Drawing on the communication theory of identity and applying positioning as an analytical tool, it was found that professional ideology, adherence to Chinese medical theory, and sociohistorical situatedness were the most salient factors determining positional shifts in the discourses with Western medicine. In some discursive practices, the relationship between the two medical systems was dichotomized. In other ones, it was perceived in terms of partnership or even unification. Accordingly, the complex and dynamic picture of professional identity was captured. The shift from emphases on being a good physician to being a good Chinese medical physician, as well as discrepancies between perceived professional self and enacted professional self, were observed. Based on the findings, this study calls for the discussions on the relevance of the yin-yang mode in interpreting the interaction between Chinese and Western medicine in the context of globalization.

本研究旨在探討國民中學校長的專業發展及其相關因素，主要的研究目的是了解國民中學校長專業發展影響因素、對專業發展重要性的看法和參與多樣化專業發展意願之間的關係，並提出我國國民中學校長專業發展改進與進一步研究的建議。 為達成研究的目的，本研究根據文獻探討結果，提出研究架構與假設，編製調查工具「國民中學校長專業發展情形調查問卷」進行預試，回收的有效問卷共134份，經由因素、信度分析刪題和文字潤飾後，問卷修正為「中學校長專業發展情形調查問卷」，隨後實施正式調查，共回收有效樣本問卷398份進行統計分析，開放填答的題項也加以歸類析述。 有效樣本經以描述統計、t考驗、單因子變異數分析、皮爾森積差相關、多 元迴歸分析等方法進行分析比較，獲得下列結論： 一、國中校長愈重視專業發展政策和目標，參與多樣化專業發展型態和主題的意願愈高。 二、適度的工作壓力對校長專業發展產生積極影響，但家庭壓力則有消極影響。 三、國中校長感受到的政府專業發展作為的積極性不足。 四、在專業認同度方面，年輕校長不如資深校長。在同儕之間的專業互動頻率方面，鄉鎮學校、資深、高齡和即將退休的校長，較城市學校、資淺、年輕和非近期退休的校長為低。 五、女性國中校長比男性國中校長具有較強的學習自信、較多的校長互動和較高的專業發展參與意願。 六、校長專業發展在不同年齡和年資上，呈現互有優勢的現象，即將退休的校長則有較多不利的情形。 七、心理問題的紓解和改善，是國中校長重視的專業發展目標。 八、校長對具有威脅性、會帶來強制措施的專業發展政策，會給予較低的重要性評比。 九、國中校長樂於參與多樣化的專業發展型態，非正式的參訪、研討、聽講，比體制化的調查、研究、發表，更受校長青睞。 十、國中校長樂於參與多樣化的專業發展主題，尤其是學校經營實務和當前教育改革有關的主題，但參與電腦科技、興趣培養和生活知能的意願較低。 根據研究結論，研究者對教育行政機關提出：設置專責單位或人員，規劃研擬積極的校長專業發展政策；透過法令、文件、方案或計劃，清楚而明確地表述國中校長專業發展目標等建議。對國中校長提出：廣泛成立校長同儕組織，積極轉化校長組織的功能，加強校長同儕互動學習；協力增進校長專業問題的發聲，求取校長與教師專業發展機會的平衡等建議。對未來的研究，提出：分析國中校長同儕組織的成立及其在專業發展的功能、問題和影響；進行各國國家層級或地方層級的校長專業發展制度比較等建議。 / Professional Development of Junior High School Principals and Its Factors The purpose of this research is to understand the relationship between influential factors of professional development, views of professional development importance, and the will of participating in diverse professional development of junior high school principals, and to propose suggestions of improvement and further study. With the questionnaires and statistic analysis of 398 junior high school principals, the conclusions are as follows: 1. There is a positive relationship between the views of professional development importance and the will of professional development of junior high school principals. 2. Working pressure and family pressure cause respectively positive and negative influences on professional development of principals. 3. The government lacks the active policy to assist the professional development of junior high school principals. 4. The professional identity of young principals is lower than senior principals. Besides, the principals who are in town schools, senior, aged, and going to retire lack professional interaction with colleagues. 5. Female junior high school principals have the professional development advantages of confidence of learning ability, interaction with other principals, and higher participative will. 6. There are different advantages of professional development of principals for different ages and seniority, while the principals who are going to retire have more disadvantages. 7. The relief and improvement of the mental problems of principals are the professional development purpose which junior high school principals put emphasis on. 8. Principals have the view of lower importance of threatening professional development policy. 9. Junior high school principals are willing to participate in diverse professional development. Principals prefer the unofficial learning development models rather than the official ones. 10. Junior high school principals are willing to participate in diverse themes of professional development, especially the related themes of school management practice and current educational reform, while they are not so willing to participate in computer technology, interest cultivation, and living skills. According to the conclusions of this research, the researcher proposes some suggestions to education authorities, junior high school principals, and future research directions.

藉著聆聽教師的敘說，我研究的主要目的在於理解教師專業認同的歷程，及此歷程所彰顯的意義世界。以Mead談論的自我概念作為基礎，我認為教師專業認同的概念是一發展性的歷程，而不將其視為本質、本體或範疇。此外，個人的認同歷程在敘說中展現也是我所強調的另一個重點，也就是說，個人在向聽者敘說裡頭展現其生命經驗，而聽者得以藉著語言的力量理解敘說者的生命經驗。奠基於此，研究者（我）才得以理解教師（受訪者）的敘說。 我採用「教育學傳記研究」作為研究取向，並以德國學者Fritz Schütz發展的「敘述訪談」作為資料採取工具，蒐集而來的資料即是我所謂的「文本」或「故事」。訪談的對象是小卉 -- 一位成為國小教師五年左右、服務兩所學校的初任教師。訪談結果在轉錄成逐字稿後，依據Schütz所提出的文本分析流程進行文本結構描述，並嘗試詮釋以析出故事抽象概念。 經過文本結構描述和分析，逐漸呈現「選擇」、「在比較中了解自己」以及「愛與被愛」的教師故事圖像。然而，我並未只是停留在故事詮釋的階段，而更進一步和其它教師敘說進行對話，其目的在於企圖呈現「我們如何看待教師故事、發聲」的議題。最後，我反思本研究的價值以及教育學傳記研究的意義。 / The purpose of my research is mainly to understand the process of a teacher’s professional identity by listening teacher’s narrative. Also, I attempt to explore the meanings represented by this process. Based on Mead’s concept of self, I argued that the attribute of teacher’s professional identity might be better viewed as a developing process than essences, substances or categories. Furthermore, one’s identity process revealing from narrative is other key point in my study. That is to say, one displays his or her life experiences with a narrative to listener, and then the listener understands the experiences through the power of language. Therefore, according to the above-mentioned methodological basis, I (researcher) could make sense of the teacher’s (interviewee) narrative. I adopt ”Biographic Research in Pedagogy” as my research approach, and collected raw data called “text” or “story” with “Narrative Interview” developed by Fritz Schütz, a Germany sociologist. After interviewing the first teacher, Little-hui, who just has been working about five years in two elementary schools, I followed Schütz’s procedures of text-analysis to describe the structure of the text and attempt to catch abstract concepts in hui’s story. After the process of structure description and interpret, “choosing”,”knowing self by comparing with peers”, and “to love and to be loved” gradually showed up to be images of Little-hui’s story. However, I didn’t stay right in the position of story-interpreting. Moreover, I situated these images a dialogue with another inquires of teachers’ narratives, and attempted to raise the issue of “how have teachers’ stories, voices, or narratives been viewed and treated in the context” for discussion. At the end, I reflected on the value of this research and the meaning of “Biography Research in Pedagogy.”