教育學傳記研究乃是19世紀初期發跡於德國教育學的新興派典。2001年，在臺灣教育學傳記研究學者的專業旨趣下，於政治大學的教育學院中以一門研究所層級的課程型態現身。研究者在修習該課堂的學習歷程中，開展出不同視域的世界觀，發生內在思想及學習樣態的轉變，原生命存有的傷痛經驗也逐漸舒緩治癒。同時，在修習課堂滿兩年，體察到課堂群體他者亦產生相似的學習轉變歷程，生發過往受教經驗中不曾有過的「美」之體驗。作為中等教育的師資培育生，基於對現今教育現況「苦難」的體悟，進而欲探究教育學傳記研究課堂的美學價值，它對師資培育歷程將存在何種教育意涵與啟示。 本研究以政治大學教育學院於2014年開設的「教育學傳記研究」課堂作為美學文本，採美學探究取向進行實徵性的研究。透過爬梳教育學傳記研究領域在德國的發展，及其蘊涵的學理內涵，以勾勒其美學的價值，並解讀與詮釋課堂中三位學習者學習體驗的口述經驗資料，最後綜合美學論述觀點以及學習者於教育學傳記研究課室中的互動經驗，探討該課程在臺灣高等學府脈絡下呈顯「悟」、「變」、「識」的美學樣貌;同時揭露傳記性經驗陶養的知識觀、以「生命的理解」作為教育行動的基礎、對人性關懷的教育行動三面向的教育意涵。整體而言，教育學傳記研究課堂的存在正朝向還原長久以來在「人力資源」論述中人被異化的教育本質，企圖孕育一種能變革社會的深化動能，在陶養的循環歷程中開顯出「人性關懷」的教育使命。 / Pedagogical Biography Study has become a research paradigm for educational studies in Germany since the 19th century. Its values, principles and significance were put into practice as a graduate-level course in National Chengchi University in Taipei, Taiwan in 2001. The author, who also participated in this academic journey, has developed a different perspective of viewing the world throughout the learning process. The course has contributed to a changed outlook on life for me, including the change of learning attitude and the consolation for the loss of my cousin. Most importantly, with the two-year-long participation in the course, it became self-evident that I share similar transitional experiences with my classmates, which brought about an unprecedented aesthetic experience. As a student in junior high school teacher education, I am well aware that the current situation of education in Taiwan is “suffering.” Therefore, I attempted to inquire the aesthetic value of the “Pedagogical Biography Study” course and explore its pedagogical implications in teacher education. This research is conducted based on an aesthetic inquiry into the “Pedagogical Biography Study” course, which was offered in Fall, 2014. Individual oral narratives as well as the conversation among class members were treated as aesthetic texts. Through the analysis of the documents concerning the development and implications of Pedagogical Biography Study in Germany, this research constructed its aesthetic significance. Besides, I analyzed and interpreted three class members’ narratives of their learning process throughout the semester. At the end, I integrated the aesthetic discourse and the learners’ interactional experience to discuss three kinds of aesthetic conceptions, Awareness, Change and Consciousness. Furthermore, three elements of pedagogical implication were found: 1) the conception of knowledge constructed by biographical experiences, 2) an educational practice agency of understanding the life and 3) taking educational practice with the concern for humanity. In conclusion, this research unraveled the existence of the Pedagogical Biography Study course in the university and discovered the possibility of restoring the essence of education which has long been ignored in the social discourse of “human resources.” It attempted to provoke social transformation and to launch the educational mission of raising the concern for humanity in the Bildung process.

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.”