軍事採購為國軍建軍備戰重要工作之一，兼具扶植及發展國內自主性防工業與支援經貿、外交的任務，故制度上是以前瞻性眼光律定具體措施，並以公平，公開、透明之採購程序，提昇採購效率與功能，確保採購品質。 本研究主要目的在了解陸軍在現行通信裝備採購的現況，並探討執行通信裝備採購人員之生涯發展管道為何，提供單位作為參考，促成各單位協調合作，並令個人在生涯發展上，有可資遵循之方向，尤其是在自高階層乃至於低基層幹部，普遍都非常關心個人生涯發展的情形下可知，追求更高的成就一向都是人心理上基本之需求，而滿足這項需求之方法，除了自己個人之努力外，尚需良好之生涯發展規劃，並且在過程當中不斷的克服困難，達成自己的理想。本研究同時希望相關部門了解，人才是要靠培養的，沒有良好的人才培養計畫，單位是無法有良好的績效產生。 經過實證研究調查結果發現以下幾個問題值得省思與探討： 一、國軍終身學習推廣的省思。 二、專業人才培育與發展的管道之探討。 三、採購部門、人事部門、主管與個人努力之探討。 四、學、經歷完整與通信專業兩者升遷發展之迷思。 透過質的研究之方法，從管理學的角度，對於人力資源運用的主要面向，包括甄選、訓練、發展設計、評估與獎勵分別提出相關建議。 / Military purchase is part of national defense it’s also are the guarantee of national security, to nurture and develop the national defense industry’s independence and to support to economic development, task to diplomatic relations so the above policy is prospected and use fair, disclosure and transparent of purchase procedure, the reason to develop this policy is to make highly efficiency on purchasing and quality. The main purpose of this research is to find out the situation of military procurement of communication equipment. We also explore into a problem “what is the channel of the career development for the procurement officers?” provide reference for each operating agencies, and promote the coordination and cooperation among each unit. To make everyone on the career development has direction to follow especially from higher rank officer to basic staff are normally concerned about personal career development. To achieve higher success always are the basic demand on human mind, but the way to achieve either personal strive also need a good career development plan therefore need to overcome the problems during the process to achieve personal perfection. Our research is also wish related organization to understand that without a good personnel training plan, unit will not create good results. After the research we had found out following question which is worth to think and discuss: 1. Military life-long learning program. 2. Discuss about professional personnel’s nurture and development. 3. Discuss about purchase department, personnel department, director and personal strive. 4. Confused about learning, complete experience and specialized in communication By use the qualitative research method from management point of view, force on the human resource’s application and provide related suggestion about how to select, training, development plan, evaluate and rewards.

本論文採以「復元」概念，試圖瞭解原住民在經歷到生涯發展中的阻礙與創傷後，如何進行調適與重新得力的經驗。研究設計採取敘事研究法對四位布農族原住民的生涯故事進行蒐集與分析，並有四點發現：首先，原住民的生涯發展可區分為「家庭生活」與「自我實現」兩條軸線，且均呈現螺旋攀升的形式發展；其次，原住民在生涯故事中的敘說風格採以「開拓家」、「悲劇英雄」、「幸運份子」與「被犧牲者」四種建構位置的交替，並在單一生涯主題上，會隨時間與情境而有位置的改變，或因為不同的生涯主題，而同時擁有複數的位置；第三，原住民生涯故事中的創傷主題具有族群的特殊性，共包括「貧窮」、「父係社會下的角色規範」、「學校與部落價值觀的脫節」、「原漢關係的衝突」、「酗酒問題」、「家庭暴力」，以及「其他生涯議題」等七項；最後，促進原住民從生涯創傷中復元的因子，則可歸納出「個人優勢」、「人際關係」、「環境資源」與「文化與靈性」四類，而類別當中的個別復元促進因子會隨情境而被激發或發揮不同功能，且單一因子即可能觸發不同類別間因子的連鎖反應。作者根據研究結果，對原住民族助人工作提出實務上和政策上的建議。 / This research takes “Recovery” concept to describe and understand experiences of Taiwanese indigenous people who made a recovery from career barriers and traumas. Research design takes narrative research to collect and analyze four indigenous Bunun persons’ career development stories. And main findings are as follows. First, axes of indigenous persons’ career development stories could be generalized to “Family life” and “self-fulfillment” two topics, and both development forms tend to spiral upward. Second, interviewees take four narrative positions to construct self in their stories, including “Pioneer”, “Tragedy hero”, “Lucky guy” and “Scapegoat”, but these positions are often shifted because of the time or situations changes, and one person could have plural positions on different topics at the same time. Third, career traumas in stories include “Poverty”, “Role norms under the patriarchal society ”, “Values disconnection between the schools and the tribes”, “Relationship conflict between the Hans and indigenous peoples”, “Alcoholism”, “Domestic violence” and “Other issues”, the specific effects from ethic group background are appeared on all of these trauma issues. Fourth, the conducive factors to recovery from career traumas are widely distributed over “Personal strengths”, “Interpersonal relationships”, “Environmental resources” and “Culture and Spirituality” areas, each factor could be aroused or created by situations, and every single factor can leads others to make chain reaction. Base on above findings, author gives advice on policy making and practice work for indigenous people’ career development.

本研究主要的目的：（一）建立並驗證幼稚園教師教學角色認同及角色踐行之間的模式，（二）探討影響幼稚園教師之教學角色認同或角色踐行社會化之因素。 針對上述二項目的，自編『幼稚園教師教學角色量表』，由社會期望之95項教學角色行為所組成，以360位74至78年之九所師院幼教師資科畢業之現職幼教教師之評量角色行為難易結果作因素分析，得到五項教學角色變項，再由80學年度考進市立師院幼教系進修部之現職幼教教師160人作每一變項之因素分析，得到每一變項之兩個因素為評量指標，以十個評量指標組成『幼稚園教師教學角色量表』，進行幼稚園教師教學角色認同及踐行的研究。 研究樣本為655位現職幼稚園教師，一方面取樣自台北市公私立幼稚園，一方面取樣自各師院幼教系之高職幼保學分班中之任教幼稚園者，先以LISREL統計驗證教學角色認同影響教學角色認同及角色踐行之相關、變異數差異及區別分析的結果。以研究結果解釋幼稚園教師教學角色社會化過程。本研究結論如下： 壹、由探索性因素分析得到教學角色的五個變項：教學設計、教學準備、教學實施、教學評量、幼兒輔導。再由探索性因素分析來尋找每一變項之兩項因素，作為每一變項之評量指標：教學設計包括『活動選擇』及『活動組織』，教學準備包括『環境佈置』及『教材教具準備』教學實施包括『教學技巧實施』及『教學領域實施』，教學評量包括『實際評量』及『應用評量』，幼兒輔導包括『關係建立』及『瞭解幼兒』。 貳、以平均來看，本研究樣本認同這些教學角色變項是相當重要的，『應用評量』的踐行有點困難，其餘教學角色變項的踐行則都還很容易。 參、教學角色認同影響教學角色踐行的模式獲統計結果支持。 肆、依據前研究推論所建立之『幼稚園教學角色踐行模式』獲統計結果支持：教學設計角色的難易程度影響教學準備的難易程度，教學準備角色的難易程度影響教學實施的難易程度，教學實施的難易程度影響幼兒輔導的難易程度，幼兒輔導的難易度程度影響教學評量的難易程度，教學評量的難易度影響教學設計的難易程度。 伍、角色踐行對角色認同的影響是透過社會化的心理建構過程，卻是間接的影響關係，本研究以『幼稚園教學角色踐行模式』為角色踐行所建構的認同體。 陸、相關分析結果：學歷、年資、師生比率、進修機會對教師角色的認同及踐行之二十個指標之相關多少都有達顯著的指標，以與年資達顯著相關的指標最多，與學歷達顯著相關的指標最少：而在達顯著相關的指標數，以角色踐行的指標多於角色認同的指標。 柒、區別分析結果：生涯發展階段不僅在教學角色認同有其區別，在教學角色踐行也有其區別，依生涯發展階段由新教進師至諮詢教師，愈來愈認同也愈來愈容易；任教前五年間雖在角色認同沒有區別，可說是同一認同階段，但在角色踐行則依年資有進步：高師生比率也會造成教師角色之認同較低及角色踐行較難。 至於不同師資培育別教師教學角色認同及踐行在引道學習及關係建立上有所區別：高職幼保傾向於關係建立的角色，幼專傾向於引導學習的角色。任教園別之教學角色認同及踐行之區別則在環境佈置角色認同及踐行，私立幼稚傾向於其他教材準備及領域教學等角色的認同及踐行。 捌、關係建立及教學評量的認同在年資及生涯發展階段中都未改變，所以非幼稚園教師教學角色認同之社會化的重要原因。其他教學角色變項之認同雖隨年資而認同漸增，但在前五年的教學年資未改變，在生涯發展階段間才有改變：資深教師（任教第五至十年）環境佈置角色認同程度最高，諮詢教師（任教十一年以後）教學設計及教學技巧之認同程度最高，至於教材教具準備、教學領域實施、瞭解幼兒等角色認同依年資而漸增。 玖、活動選擇、活動組織、環境佈置、教材教具準備、教學技巧實施、教學領域實施、實際評量、應用評量、瞭解幼兒九項指標之角色踐行因年資而愈來愈容易，關係建立則不因年資而愈來愈容易。在任教年資前五年間，活動組織、環境佈置、教學技巧實施、瞭解幼兒之角色踐行容易度就有進步，除關係建立外，各教學指標踐行容易度都有依年資而進步的現象。 拾、本研究提出之幼稚園教學角色社會化過程模式大部份已為本研究所支持或找出影響因素：本研究之教學角色變項、評量指標及項目就是社會期望之幼稚園教師教學角色，在新進教師已經有相當的認同，教學角色的認同會影響教學角色的踐行，而教學角色的認同及踐行也受社會化的因素所影響，如師資培育別、任教年資別、生涯發展階段、進修機會、任教園別、師生比率別等，然而任教年教前五年並未改變角色認同，但改變角色踐行。由教學角色行為難易所建構之角色認同體即『教師教學角色踐行模式』，此模式也受本研究樣本所支持，可見是合理的模式，可提供師資培育實習生或新進教學師教學時之參考架構，促進教學行為省思、評估或建議認同體的參考。本研究結果發現教學角色認同生涯發展階段而影響，表示角色認同經長時間的經驗累積仍有轉移的情形。 依據研究結論提出的建議如下： 壹、對幼稚園教學的建議 一、鼓勵教師辨認其個人之教學踐行模式，以確定其教學行為對幼兒學習的意義。 二、教學設計、教學準備、教學實施、教學評量及幼兒輔導可為提供幼稚園教師在思索其教學踐行模式的五個參考變項。 三、以本研究之教學角色踐行模式可為新進教師教學時思考的參考。 貳、對幼稚園教師專業成長的建議 一、促進幼稚園教師的在職業進修以增加專業認同。 二、建立幼稚園帶班老師的晉級制度及教學諮詢制度。 參、對幼稚園師資培育的建議 一、加強培養師範生概念架構形成的能力。 二、協助師範生獲得課程及教學的知識、自我瞭解及教師生涯成長的知識，以增加其教學工作之省思能力。 三、加強實習生在活動組織、環境佈置、教學技巧實施、瞭解幼兒之經驗。 肆、對幼稚園教學研究的建議 一、重視幼稚園教學之中幼兒學習心理學基礎的研究。 二、研究幼稚園教育理念與教學實際之關係，以確定教育理念是否被切實實拖。 三、研究生涯發展階段中教師角色認同的轉移。 四、研究教學評量的理論與實務

本研究主要目的為探討原鄉教育路對幼師生涯發展的影響，透過四位烏來地區非原住民幼師的個案研究，瞭解幼師的生涯發展、影響幼師生涯發展因素、幼師的原鄉教育路及原鄉教育路如何影響幼師生涯發展，期望能提供到原住民族地區任教的其他非原住民教師在生涯規劃上的參考或協助。 本研究探討教師生涯發展主要以三位學者的理論為依據：Newman的週期論、Katz的階段論，與Fessler的循環論。影響幼師生涯發展因素則從以下的面向做討論：工作內容、人際交往、經濟報酬、文化因素等。幼師的原鄉教育路則分別從四個面向做討論：政策與制度、原鄉幼教師資、幼師與社區的關係與文化回應教學。 本研究採個案研究法，輔以半結構訪談方式蒐集資料，本研究綜合分析結果發現：個性、志向與家庭是影響教師生涯發展的風向球。個性、專業與關注方向會影響教師生涯發展模式的改變。人際關係、經濟報酬與福利影響幼師職涯變動。選擇原鄉教育路與幼師過去經驗有關。角色衝突與文化認同主宰文化回應教學的成效。 / The main purpose of this study was exploring the influences for the career development of preschool teachers working in indigenous areas. To understand the career development of preschool teachers, teacher career development factors, the working situation of preschool teachers in indigenous areas, and the influences for the career development of preschool teachers working in indigenous areas through four non-indigenous preschool teachers in Wulai. Hopefully, this study can be a reference to the preschool teachers when they plan their career development or make the career decisions. This study investigated that teacher career development mainly based on the theories of three scholars: the phase theory of Newman, the stage theory of Katz, and the cycle theory of Fessler. Career development factors of preschool teachers were discussed as follows: work content, interpersonal relationship, finance, and culture factors. The working situations of preschool teachers in indigenous areas were discussed as follows: policies and institutions, the profession of preschool teachers, the relationship between preschool teachers and community, and culturally responsive teaching. This study adopted multiple-case study, combined with semi-structured interviews to collect data. The results of this study were summarized as follows: Personality, ambition and family influence teachers' career development. Personality, profession and concerns will affect the model of teacher career development. Interpersonal relations, finance and welfare effect the career decisions of preschool teachers. Working in indigenous areas is related with the preschool teachers’ past experiences. Role conflict and culture identity dominate the effects of culturally responsive teaching.

教育首重教師，而師資培育也是國內教育科系設立的首要目標，而培養優良教師更是其中最重要的目的，因此如何成為優良教師的知識學問其重要性自不待言。本研究乃環扣此一立意，初衷乃在探究如何成為師鐸獎教師的原因，以提供有志成為優良教師之人努力的方向。 本研究採用訪談法進行研究，研究對象為2010年台北市十位師鐸獎教師。由於師鐸獎教師的故事各有其多元繽紛的色彩，很難用一個固定模式加以齊一，但是從長遠的縱貫發展的觀點來看，仍然透露出各個階段的主要特徵。所以研究者從文獻探討中歸納出教師發展的三個階段：適應與建立能力、專業成長與發展、以及專業成熟，並以此為框架將師鐸獎教師們各自的精彩故事做為內容敘述，使得各階段的理論概念敘述得到生活實例的印證。再者，除了理論性的階段探討與故事敘述的印證外，本研究還以進入教職以後的「教師生涯發展」為主軸，另加入影響教師專業發展六個影響因素的內容為輔，鋪敘出九位師鐸獎教師的生涯發展故事，使得本研究不僅有理論概念的探討，也有具體可親活生生的故事呈現。 另外，師鐸獎教師為何能夠成為師鐸獎教師，本研究從「教師專業發展」的角度著手，藉由文獻探討歸納六個重要的影響因素：「家庭」、「高中以前的求學歷程」、「教育專業訓練」、「學校組織環境」、「在職成長」以及「個人特質」，並且從這六個因素去訪問師鐸獎教師們，並以師鐸獎教師的回答內容為基礎，再進一步的濃縮成概念性的內容。 最後，本研究以整體的角度為「師鐸獎教師的生涯發展」與「生涯發展的重要因素」主題做結論的總結如下： 一、 在六個影響因素當中，最重要的是盡心付出的個人特質； 二、 原生家庭父母親的身教影響深遠； 三、 小時候家庭環境的辛苦不一定有害，也可能成為未來的助益，關鍵乃在於正面的面對方式； 四、 「不反對」是婚姻家庭方面的基本支持； 五、 過去師長的言行態度是從事教職的重要參考； 六、 教育專業訓練對當事人主觀上的教育專業發展似乎意義不大； 七、 學校組織環境是累積能力的良好環境； 八、 教師專業成長從教學開始，進而充分發揮教師的角色功能； 九、 當事人的在職成長皆表現出不同於一般的具體投入行為； 十、 在職成長缺少有系統有組織的整體明確規劃； 十一、 積極正面的做事態度是很重要的個人特質； 最後，根據研究結果與討論提出關於成為優良教師的建議，乃分別從對教師個人、對學校、對教育政策，以及對未來研究四個方面進行條列式的建議。 / Teachers are the most important elements of teaching, and teacher cultivation is the most crucial task in the establishment of departments of education nationwide. The chief objective of all such institutions is to cultivate excellent teachers. Therefore, the importance of knowing how to become an excellent teacher goes without saying. The present study focuses on the above knowledge by exploring the experiences of teachers who have won the Teaching Excellence Award in order to provide examples for others striving to become excellent teachers. This study adopted the interview method and recruited ten teachers who won the Taipei City 2010 Teaching Excellence Award as participants. Due to the diverse nature of the stories of these award-winning teachers, it was hard to unify them into a single framework. However, when viewed from a more distant perspective, we are still able to make out the main features of the phases that these teachers went through. We were also able to identify three phases of teacher development based on a literature review: adaptation and establishment, professional growth and development, and professional maturity. These three main phases were then used as a framework to better understand the helpful stories of these award-winning teachers. The stories can in turn provide real life proof for the concept of each phase. In addition to discussing the theories related to these phases and proving them with actual examples, the current study also used “teaching career development” as a theme and incorporated six influencing factors relating to the professional development of teachers to illustrate the professional development stories of nine award-winning teachers. This research not only contains discussions on the theoretical concepts, but also presents specific, real-life stories. The reasons behind becoming a Teaching Excellence Award winning teacher are viewed from the “teaching professionalism development” perspective, and explored through the six important influencing factors identified via literature review, specifically, “family,” “the course of education prior to high school,” “educational professional training,” “school system and environment,” “professional growth,” and “personal features.” The award-winning teachers were interviewed with the above six factors in mind, and conceptual content was then further extracted through their answers. Lastly, the study used “the teaching career development of the Teaching Excellence Award winning teachers” and “the important factors influencing career development” as the overall perspective themes and concluded the following: 1. The most important factor among the six influencing factors is the personal feature of devoted effort; 2. The family-of-origin parenting effects are profound; 3. Hardships encountered during childhood are not necessarily detrimental and can even become beneficial in the future; the key lies within the way one directly confronts these hardships; 4. “Not objecting” is the most fundamental way of expressing support in married families; 5. The behaviors and attitudes of the teachers in the past are important references for teaching conduct; 6. Educational professional training seems relatively unimportant to the course of education professionalism development from the participants’ point of view; 7. The school system and environment is a good place to acquire and accumulate teaching abilities; 8. A teacher’s professional growth begins with teaching and expands to the full display of the teacher’s function and role; 9. The subjects showed exceptional activity in contributing to their own professional growth when compared to others; 10. Professional growth in general lacks clear overall systematic and organized planning; 11. Proactive and positive attitudes are very important personal features. In conclusion, based on research results and discussions, many helpful suggestions were made regarding the process of becoming an excellent teacher. Itemized suggestions for teachers, schools, education policies, and future research aspects were included. Keywords: Teaching Excellence Awards, teaching career development, teaching professionalism development, interview method