published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

本論文運用敘說研究方式探討六位學生教師於修讀通識教師科教師教育課程期間的教師身分形塑過程，理解教師教育課程的學習經驗、學科性質與教師身分形塑之間的關係。本研究重點分為以下三部份： / 首先，從六位學生教師的經驗敘說中發現教師身分的多重性。敘說研究資料呈現出的教師身分並兩種不同性質的教師身分：一般教師身分及學科教師身分。在形塑的歷程上，兩個教師身分在建構初期階段會呈現較易於劃分，逐漸彼此相互影響並連繫在一起。 / 其次，學生教師身分形塑進程是以相似的軌跡進行，從起始時模糊、不穩定的狀態到逐漸變得清晰及穩定的教師身分形成。學生教師面對不同的影響力量的刺激，因此教師身分常處於流動而持續建構中的狀態。整體而言，學科教師身分形塑進程明顯較一般教師身分的緩慢。 / 最後，教師身分的形塑過程是受不同的外內影響力量所刺激，因而引起學生教師內外價值彼此角力，過程中逐漸形塑出具有個人特性的教師身分。影響力量可分為脈絡性、顯性及隱性的影響力量。雖然六位學生教師面對相似的影響力量，但個體的教師身分對相同影響力量的所呈現出的反應卻有很大的差異。有部份的教師身分顯示出能消弭影響力量的能力，有部份的顯示出接受影響力量的刺激後而改變形塑的進度，影響力量更會形塑教師身分，導致教學取向等的轉變。根據此研究結果顯示出教師身分形塑與個體過去經驗，及個體身處的空間有密切關係。由於身分形塑是一個個體內在自我與外在世界的對話，藉著敘說回溯經驗能提高學生教師對身分形塑的察覺，促進專業成長。 / This study explored the teacher identity shaping processes of six student teachers while they were taking Liberal Studies Teacher Education Program during their third year of study. Its purpose is to understand the relationship between the six student teachers’ learning experience of the teacher education program, the nature of the liberal studies subject matter, and the shaping process of their teacher identity. The main findings of the study include the following three points. / First, it is found out student teachers have built multiple teacher identities from the narration of their study experience. The narrative research data indicated that student teachers had two different teacher identities: general teacher identity and subject teacher identity. These two identities could be easily differentiated in the initial phase of the process of teacher identity construction, but as the process went on, the two identities interplayed with each other and became closely connected. / Second, the six student teachers have followed a similar track in the process of their identity shaping. The shaping of their teacher identity was vague and unstable in the beginning and gradually became distinct and stable. Facing stimulation from different influential forces, these student teachers’ teacher identity was usually kept in a dynamic status and was continuously constructed. In general, subject teacher identity was shaped much slower than general teacher identity. / Finally, the shaping process of their teacher identity has been stimulated by different external and internal forces. The influential forces can be categorized into three types: contextual, visible and invisible. Although all six student teachers faced similar influential forces, each individual teacher identity reacted quite differently to the similar forces. Some teacher identities showed the capacity to absorb the influential forces while some teacher identities changed their shaping rate after being stimulated by the influential forces. / Upon on these findings, the study pointed out that teacher identity has shaped by pervious experience in learning and context. Identity Shaping is a dialogue between internal self and external world. Narrative is a suitable method to assist student teacher reflects their pervious life experiences, also promote teacher personal and professional growth. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 許家齡. / "2013年3月". / "2013 nian 3 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 356-373). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Xu Jialing. / Chapter 第一章 --- 緒論 --- p.4 / Chapter 第一節 --- 研究緣起 --- p.4 / Chapter 一、 --- 研究背景的宏觀脈絡 --- p.5 / Chapter 二、 --- 研究關注 --- p.7 / Chapter 第二節 --- 研究問題 --- p.9 / Chapter 一、 --- 研究問題的闡釋 --- p.9 / Chapter 二、 --- 相關概念的界定 --- p.10 / Chapter 第三節 --- 研究意義 --- p.12 / Chapter 第二章 --- 文獻綜述 --- p.14 / Chapter 第一節 --- 教師身分 --- p.14 / Chapter 一、 --- 身分理論綜述 --- p.14 / Chapter 二、 --- 教師身分研究綜述 --- p.33 / Chapter 三、 --- 提出教師身分理論框架 --- p.41 / Chapter 第二節 --- 教師教育 --- p.55 / Chapter 第三節 --- 香港新高中通識教育科課程 --- p.74 / Chapter 一、 --- 課程發展脈絡 --- p.74 / Chapter 二、 --- 通識教育科課程 --- p.81 / Chapter 三、 --- 通識教育科教師教育概況 --- p.90 / Chapter 四、 --- 通識教育科教師的就業前景 --- p.94 / Chapter 第三章 --- 研究設計與方法 --- p.95 / Chapter 第一節 --- 研究基本架構 --- p.95 / Chapter 第二節 --- 研究方法的確定 --- p.99 / Chapter 一、 --- 選用敘說作為研究方法的原因 --- p.99 / Chapter 二、 --- 教師身分形塑的推論過程 --- p.101 / Chapter 第三節 --- 研究設計 --- p.103 / Chapter 一、 --- 研究對象的選擇 --- p.103 / Chapter 二、 --- 研究的效度 --- p.104 / Chapter 三、 --- 資料搜集的方法 --- p.107 / Chapter 四、 --- 資料的整理與分析 --- p.113 / Chapter 第四章 --- 學生教師身分的敘說故事 --- p.119 / Chapter 第一節 --- 學生教師的集體經驗 --- p.119 / Chapter 第二節 --- 教師身分形塑的故事 --- p.124 / Chapter 一、 --- 阿雪的教師身分敘說故事 --- p.124 / Chapter 二、 --- 阿知的教師身分敘說故事 --- p.150 / Chapter 三、 --- 阿四的教師身分敘說故事 --- p.185 / Chapter 四、 --- 阿惠的教師身分敘說故事 --- p.219 / Chapter 五、 --- 阿希的教師身分敘說故事 --- p.243 / Chapter 六、 --- 阿佳的教師身分敘說故事 --- p.268 / Chapter 第五章 --- 討論 --- p.296 / Chapter 第一節 --- 敘說教師身分：學科教師身分與一般教師身分 --- p.296 / Chapter 一、 --- 教師身分的多重性 --- p.296 / Chapter 二、 --- 教師身分的形塑過程 --- p.298 / Chapter 第二節 --- 教師身分形塑過程及其影響力量 --- p.311 / Chapter 一、 --- 影響力量的分類及強度 --- p.311 / Chapter 二、 --- 影響力量對教師身分的形塑 --- p.313 / Chapter 第六章 --- 研究結論與啟示 --- p.342 / Chapter 第一節 --- 結論 --- p.342 / Chapter 一、 --- 理論化學生教師的敘說身分：橫向空間及縱向時間形塑 --- p.342 / Chapter 二、 --- 一般教師身分與學科教師身分的關係 --- p.348 / Chapter 第二節 --- 反思與建議 --- p.352 / Chapter 一、 --- 敘說訪談的真相 --- p.352 / Chapter 二、 --- 敘說．反思．研究 --- p.353 / Chapter 三、 --- 建議 --- p.355 / 參考文獻 --- p.356

2008/09學年，「語常會」資助香港中、小學推行「以普通話教授中國語文科」計劃。計劃以三年為期，為學校提供資源，包括安排內地老師駐校，並提供教師學習平台及專業交流活動。學校A及學校B均於2010/11至2012/13參與了「普教中」計劃，四位研究對象也在此期間在學校成立了「普教中」小組，協助學校推展「普教中」。 / 有關計劃已完結，研究者以敘事探究(narrative study)作為研究方法，了解在「普教中」政策下，香港小學領袖教師(teacher leaders)的學習及領導歷程，進而了解教師領導(teacher leadership)在學校發展的情況。研究者將透過訪談、觀察及分析學校文件來收集研究資料，呈現四位研究對象如何與同儕及校外專家進行協作，在教學情境中持續學習，並協助學校推行有關政策，藉此加強個人的專業知識，並建立個人領袖教師的身份。 / 研究發現當教師有機會與校外專家及同儕相互接合，透過在學校建立學習平台及進行協作，彼此能夠建立相互關係，共同建立實踐社群。四位研究對象以學校作為學習基地，參與校外及校內的學習及有關教學改進的活動，在實踐的過程中提升了個人的教學技巧及領導信心，並在學校建立了學習及分享文化。在帶領同儕與校外專家進行緊密協作的過程中，獲得學習與領導的機會，從而得以發展成為領袖教師。 / 研究進一步發現，四位研究對象在校長的賦權與支持，以及在內地老師及校外專家的協助下，他們能夠建立出個人獨特的領導能力並對同儕作出強大及正面的影響。他們與校外專家及同儕一起為提升學生學習而設計課程與教學，進行課研及行動學習；就推行「普教中」政策及改進教學的工作進行討論與協商；更把共同設計的教材、教學資料及從實踐與反思中獲得的經驗與同儕分享。這些學習與領導的機會為他們提供成為領袖教師的能量，讓他們能克服困難並對新政策及各種挑戰作出回應。 / 研究又發現四位研究對象在教學及領導上的專業知識、技巧及素質，以及其個人的價值目標是影響他們建立領袖教師身份的關鍵因素。有關因素是互為影響的，不但成為了他們在學校改進及帶領團隊工作上的重要條件，更成為他們作為領袖教師的發展方向。然而有關因素會受到學校文化及領袖教師個人的意向所影響。 / 本研究對教師學習及教師領導的知識領域有三方面的貢獻：它揭示了(1)教師在學校進行情境學習時所需要的條件；(2)教師領導在學校發展的歷程及領袖教師在學習社群中的角色；(3)「以普通話教授中國語文」政策在香港小學推行及發展的進程。根據研究結果，本研究對教育當局及學校就如何培育及支援領袖教師作出建議；也就香港小學如何推行「以普通話教授中國語文」政策作出部署及施行安排與策略提出建議。 / The Standing Committee on Language Education and Research (SCOLAR) launched a support scheme in the academic year of 2008/09 to assist schools which have decided to use Putonghua to teach Chinese Language Subject. Each participating school received support for three years including on-site visits offered by mainland professionals and local consultants continued to provide on going support in subsequent years. This study aims to explore how teacher leaders learn in the context of the SCOLAR support scheme. The development of leadership capacity and identity formation in their process will also be discussed. / The study employed a narrative research method. The four primary school teachers were purposefully chosen. They were chosen by their schools. Then took part in the scheme to construct school level learning communities in order to implement the new language policy. Data collection methods include semi-structured interviews of the four participants and the key stakeholders; observation of lesson preparation meetings; and documentary analysis of school-based curriculum designs. / Findings show that mutual engagement created interpersonal relationships among the members of the learning communities. The mutual engagement also transformed the practices, relationships and all kinds of artifacts into a community of practice when the four participants, their colleagues, mainland professionals and experts from local universities worked together. Identity as teacher leader of the four participants was developed through the relationship building with other members of their community of practice. The learning and leading activities in which they participated in and new understandings that they acquired are examined. / Results show that when the four participants were empowered by their principals and external support, they could have strong and positive influence on the practice of teaching and curriculum design of a group of teachers. They engaged together with external professionals and their colleagues in the joint enterprise of working together in designing curriculum and instruction, conducting action learning, negotiating of meanings about the work and sharing repertoires. This leadership capacity building processes enhanced the competence and confidence of the teacher leaders to response the new policy and address new challenges. / The study also found that the four participants’ professional knowledge, skills, dispositions and their value goals were the crucial factors for the development of their identity as teacher leader. These factors were interrelated not only to serve as guiding principle for their decision making but also provide the essential capacity for the accomplishment. However, the factors may be affected by the of school culture and the quality of the teacher leaders themselves. / The study contributes to the discussion of knowledge of teacher learning and teacher leadership in three ways. First, it deepens the understandings of teacher learning with a situated learning perspective. Second, it reveals the processes of the development of teaher leadership and the roles of teacher leaders in the learning communities. Third, viewing the Policy implementation of Teaching Chinese in Putonghua is implementing in Hong Kong Primary School and the problems encountered. The study intends to shed light on the discussion of teacher leadership in two ways. First, policymakers and school principals should pay particular attention on the issue of teacher leadership in designing and funding support teacher development programmes. Second, suggestions for school leaders to implement the Policy of Teaching Chinese in Putonghua at primary schools are made. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 鄧瑞瑩 / Parallel title from added title page. / Thesis (Ed.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 386-387). / Abstracts also in Chinese. / Deng Ruiying

關明佳. / Thesis (doctoral)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 359-392). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Guan Mingjia.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education