Abstract This doctoral thesis discusses the creation of professional identity of education developers working in the crossroads of administration and school development work. The subjects of the study work as class or subject teachers, and as education developers in Support Services at the Department of Education. The study also examines the impacts of a peer mentoring group based on narrative and action based methods on the creation of professional identity. The theoretical and methodological basis of this study is narrative. The goal, challenge and learning narratives identified were then analysed using content analysis. The creation of developer identity is seen as a series of reflecting and processing events that challenge one’s identity. Professional identity is examined as being created through a narrative, and the research data has been created through narration. Challenges emerge at the crossroads of administration and school – in the arena of interaction. Managing these challenges is described as evolution in knowledge, skills and operating methods as well as beliefs, attitudes and feelings. The learning stories created in the reflection process describe change, which is required for managing challenging situations. The goal narratives emphasise expertise, the power to influence and being a peer. The education developers describe themselves as walking alongside teachers, as peers. Three developer identities were recognised in the education developers’ narratives: the critical developer, the flexible developer and the self-developer. The critical developer is motivated by being competent in an expert position. The flexible developer feels that being a teacher is an integral part of the identity of an education developer. The work is about expressing oneself. The self-developer’s identity includes the aspect of enhancing one’s own expertise. She or he has an optimistic attitude towards the changes of the job. Using the peer mentoring group to support the development of professional identity required trust amongst the group members to enable them to share critical events that challenge one’s identity in the group. This study is an important and topical address to the dialogue on the ways to support the professional growth and career development of teachers as well as the development of continuous education. / Tiivistelmä Väitöskirjassa tarkastellaan opetustoimen kehittäjäopettajan identiteetin rakentumista opetustoimen hallinnon ja koulujen kehittämistyön tukemisen välimaastossa. Tutkimuksen kehittäjäopettajat toimivat kouluillaan luokan- tai aineenopettajina ja koko opetustoimessa kehittäjäopettajina. Tutkimuksessa selvitetään myös, mikä merkitys kerrontaan ja toiminnallisiin menetelmiin perustuvalla vertaismentorointiryhmällä on identiteetin rakentumisessa. Tutkimuksen teoreettisena ja metodologisena lähtökohtana on kerronta. Luennassa tunnistettua tavoite-, haaste- ja oppimiskerrontaa on analysoitu sisällöllisesti. Kehittäjäidentiteetin rakentumisessa on tärkeällä sijalla identiteettiä haastavien tapahtumien reflektointi. Ammatillinen identiteetti nähdään kerronnan kautta rakentuvana, ja tutkimusaineisto on syntynyt kerronnassa. Haasteita syntyy hallinnon ja koulun välimaastossa, vuorovaikutusareenalla. Haasteista selviäminen kerrotaan muutoksena tiedoissa, taidoissa ja toimintatavoissa sekä uskomuksissa, asenteissa ja tunteissa. Reflektoinnissa syntyvät oppimiskertomukset kuvaavat muutosta, jota haastavista tilanteista selviäminen edellyttää. Tavoitekerronnassa korostuvat asiantuntijuus, vaikuttaminen ja vertaisuus. Kehittäjäopettajat kuvaavat itseään opettajan rinnalla kulkijoina ja vertaisina. Kerronnasta tunnistetaan kolme kehittäjäidentiteettiä: kriittinen, joustava ja itsensä kehittäjä. Joustavalle kehittäjälle opettajuus on kiinteä osa kehittäjäopettajan identiteettiä ja kehittäjän työ itsensä toteuttamista. Kriittistä kehittäjää motivoi päteminen asiantuntijatehtävissä. Itsensä kehittäjän identiteettiin liittyy oman asiantuntijuuden vahvistaminen, optimistinen suhtautuminen muutoksiin ja oman urapolun suunnittelu. Vertaismentorointiryhmän toimiminen ammatillisen identiteetin rakentumisen tukena edellyttää luottamuksen syntymistä, jotta kriittisiä, identiteettiä haastavia tapahtumia pystytään jakamaan ryhmässä. Tutkimus on tärkeä ja ajankohtainen puheenvuoro keskusteltaessa opettajien ammatillisen kasvun ja urakehityksen tukemisen keinoista sekä täydennyskoulutuksen kehittämisestä.

本論文旨在探究在台灣社會變遷的整體脈絡下，幼兒園教師身份認同境況與轉化的可能性，期能為台灣幼教體制的改革，提供倫理、社會與政治性層面之參考，並實踐批判教育學的核心目標：個體自我與社會集體的增權益能。 論文分為五大章節：第壹章從研究者身為一位師培者的經驗做為出發點，針對台灣教育改革與幼教現場特有的文化現象，以及在此現象中幼兒園教師的存在境況進行文化反思。第貳章分別從「認同的意義與基本性格」，「論述、權力與身分認同間的辯證關係」，以及「批判教育學的宗旨」等理論蘊意與相關學術研究與普查資料，耙梳幼兒園教師認同危機之可能的路徑，尋求出路。第參章則概述目前相關研究狀況，並說明「批判論述分析」之理論基礎與具體研究策略。第肆章為資料分析。經文本分析產出：「為什麼幼教要做到這個樣子」、「幼稚園變成我的興趣 就是我的工作」、「想要『真的』去帶班」、「在那邊 我會覺得說 好像被綁手綁腳的」、「『它不我要的』生活」與「想『回家』的代課老師」等六種幼師身份認同圖像。然後從「幼兒園組織氛圍」、「師資培育課程架構與施行方式」、「幼兒教育政策體制」與「傳統文化價值觀」等面向，分析潛藏於這六教師身份認同圖像底層的論述秩序與意識型態，以凸顯幼師主體權能與社會文化脈絡間的辯證關係。最後，第伍章則從今試從「重建幼兒園師資培育課程架構與施行方式」、「尋找國家介入的合理基點」與「啟動各階層間的『對話』機制」等三個觀點進行討論與建議。 / This dissertation attempts to fully describe Taiwanese preschool teachers’ identity and explores the possibility of their transformation in a changing society. It is hoped that this study provides ethical, social and political information for the reform of early childhood policy and achieves the core objectives of critical pedagogy, that is, the empowerment of individuality and society. This dissertation includes five chapters. The first chapter starts with the researcher’s personal experience as a teacher trainer, followed by her cultural reflections on being a preschool teacher under the educational reform movement and from the preschool site. The second chapter explains the theoretical framework from the perspectives of “the meaning and significance of identity”, “the dialogue among discourse, power, and identity”, “the political implications in education”, “the development of early childhood education in Taiwan”, and “the objectives of critical pedagogy”. Chapter Three reviews the related literature and explicates the theoretical frameworks of critical discourse analysis and specific research strategies as well. Chapter Four delineates data analyses and highlights the dialectical relationship between the subjectivity of preschool teachers and sociocultural context of Taiwan. Six modes of preschool teachers’ identity were emerged from text analysis. They were: (1) Why is the preschool education so tough? (2) Preschools interest me and so I work there. (3) I want to be a devoted teacher, (4) At the current workplace, I don't feel as carefree as I did at the previous workplace. (5) I don’t want to live this way, (6) Substitute teachers want to go “home”. These six modes were then analyzed in terms of different dimensions including “the organizational climate of daycare center”, “the framework and implementation of curriculum for preschool teacher education”, “the policy of early childhood education”, and “traditional cultural values”. The analysis was to explore the order of discourse and ideology underlying the preschool teachers who narrated their stories. Finally, Chapter Five presents discussions and suggestions for educational practice with three issues, namely, “reconstruction the framework and implementation of teacher education curriculum”, “the role of government in early childhood education”, and “activation of the mechanism for dialogue between all classes”.

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No. of bitstreams: 1 mariaedithromanosiems.pdf: 943015 bytes, checksum: e3b1eda949f9941845c104a88272264a (MD5) Previous issue date: 2008-02-14 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Num contexto educacional em que os dados de avaliação dos sistemas educacionais apresentam resultados que denunciam um sistema altamente excludente, a Formação de Professores é apontada como um dos elementos fundamentais a partir do qual poderemos construir um sistema educacional inclusivo, que considere as questões das diferenças entre os alunos. Este estudo buscou compreender de que forma se deu a constituição identitária de professoras que se tornaram, para seus pares, referências de conhecimento acerca da educação de pessoas com deficiência, os chamados Professores da Educação Especial, neste momento em que as discussões se focam na Educação Inclusiva. Identificou fatores que contribuíram nas histórias de vida com que construíram sua profissionalidade docente, para que esta ótica inclusiva, comprometida com a realização de um processo educativo que considere a questão das diferenças, se estabelecesse. Considerando que o processo de constituição da profissionalidade docente inicia-se no momento em que o sujeito vivencia sua primeira experiência como aluno e alonga-se por todo o período de sua atuação docente e que esta é exercida em um contexto sócio-histórico; a concepção de que os homens são seres constituídos nas relações sociais em determinado contexto cultural em que dialeticamente se constituem ao tempo em que alteram sua realidade, assumiremos como perspectiva de reflexão teórico-metodológica, a perspectiva histórico-cultural. Embasamos nossos estudos em Bakhtin e sua Teoria Enunciativa da Linguagem e Vygotsky com a Teoria da Construção Social do Conhecimento. A partir desse referencial orientamos não só nossos procedimentos de pesquisa, como as análises de resultados encontrados, entendendo que a presença do pesquisador em campo, não só possibilita estabelecer determinada leitura da realidade, como também altera essa realidade, no momento mesmo em que cria espaços para a reflexão e evidenciação dos elementos que direcionam as práticas sociais daquele contexto. Foram participantes da pesquisa professoras da rede pública de ensino fundamental do município de Boa Vista, Estado de Roraima, que atuam na educação de pessoas com deficiência. Em nossas análises apresentamos processos de constituição identitária de um grupo de sete professoras considerando seus históricos de vida pessoal, acadêmica e profissional, destacando como a constituição de sua Identidade Profissional é afetada pela forma como o trabalho docente encontra-se organizado na atualidade. Discutimos de que forma essas professoras se relacionam com a Diferença, assumindo posturas que variam entre a perspectiva de Correção do “defeito”; da Compreensão deste como elemento a ser social e culturalmente incorporado e a da Conscientização, que toma o Múltiplo como elemento de enriquecimento da coletividade. Apontamos ainda, caminhos de reflexão acerca do lugar ocupado na atualidade pela Educação Especial, que, entendida como modalidade específica em nosso Sistema Educacional, encontra-se, ela mesma, excluída das discussões que se estabelecem no Ensino Regular. / Teacher’s training is put forward as a fundamental element in the aim of building an inclusive educational system that considers the differences amongst pupils, in an educational context where assessment data of the educational system reveals a highly excluding practice. At present time when discussions focus at Inclusive Education this paper aims to understand how the process of identity constitution came about for female teachers who have turned into references of knowledge regarding the education of disabled people, the so called Special Education Teachers. It identified factors that contributed to the histories of lives that have been established throughout their teaching professional skills so that the establishment of an educational system that considers the diversity issues could be achieved throughout the commitment of practicing an inclusive viewpoint. Starting from the point that the teaching professional skills process gets underway from the moment one faces its first contact as a student and stretches out through the whole period of its teaching performance. In addition this performance is exercised in a socio-historic context; the concept that humans beings are formed in their social relations and in a specific cultural context where they are dialetically shaped as their reality changes, therefore I will assume theoretical-methodology reflecting historic-cultural perspective. The main pillar for this research was found in the ideas of the Russian philosopher Mikhail Bakhtin such as his Statement of Speech Theory and in the Russian psychologist Lev Semenovich Vygotsky and his Social Construction of Knowledge Theory. Having these theories as foundation orientates not only the research procedures but also the analysis of the results found in them. The presence of an active researcher not only facilitates to establish a certain practical understanding of the teachers reality but also alters it. At the same time it allows space for reflection, and evidences the elements that directs the practices in that specific social context. Took part in this research elementary level Special Education teachers from state schools located in the capital city of Boa Vista, State of Roraima. In the analysis, the processes of identity constitution from a group of seven teachers are pointed out considering their historic of personal, academic and professional lives, emphasizing how the composition of their professional identity is affected by the way teaching work is organized at present. Discussions about the way these teachers interact with the diversity factor, since different approaches such as Correcting the “defect”; Understanding it as an element to be socially and culturally merged and the one of Awareness, that takes the multiple element as a positive extra factor that enriches the collective. Least but not last, I point out different reflections with regards to the space Special Education occupies in the contemporary world, that even though being treated as a specific subject in the actual Educational system finds itself excluded from discussions being carried out in Regular Education.