高中教師工作分析及專業認同：論述心理學取徑

Abstract

高中教師在其工作場域之中正面臨諸多的變革和影響，使教師工作充滿負荷與挑戰，也讓教師開始思考其專業認同之定位。本研究希冀藉由工作分析和專業認同的理論，採以論述心理學之方法，探討教師在其論述之中如何建構其工作和認同之樣貌和交織影響。研究者選取一間北部普通型公立高中作為研究場域，對教師及主管共11位受訪者進行訪談，分析教師如何在論述中建構現實與行動。本研究共有以下六點研究發現： 一、高中教師之工作活動涉及眾多工作負荷因素和工作挑戰。高中教師工作涉及教學工作、學習評量、班級經營、學生輔導、專業成長、行政工作六項工作類別，並包含政策要求與外部壓力、同儕互動與行政運作、學生特性與多元需求、專業責任與自我期許四項影響教師工作負荷的因素，以及時代變遷與學生改變、政策規範與行政運行、多重角色與時間稀缺三項工作挑戰。 二、高中教師在實踐教育工作時涉及多元的知能條件。高中教師的知能條件涉及與教師專業工作類別對應的知能、行政知能、教育及社會脈絡的知能、解決問題的知能、教師角色及專業信念建立之知能、教師性格和個人特質六項知能類型，本研究亦提出教師知能發展上的挑戰。 三、高中教師之工作表現涉及多重表現面貌並引導教師工作的實踐。教師以實踐教學與促進學習、建立師生之間的關係連結、教師在學校制度脈絡中的合作與應對、行政業務的運作與辦理視為其工作表現之四大主要面向，並以建立連結視為教師工作的核心價值，引導教師的意義建構和工作實踐。 四、高中教師專業認同以專業定位、能動性和情緒論述組成多元樣貌。教師在教學工作、學習評量、自主專業成長三項工作以教育本質之論述上形塑教師專業認同，另外將班級經營、學生輔導兩項工作以建立關係為核心構成教師專業認同之論述，而在行政工作、法定研習上則建構教師專業認同論述出現認同驗證困境。五、高中教師專業認同的論述建構影響教師之工作塑造。從教師的初衷與角色自我定位之論述出發，研究者歸納得出教師在教育本質定位、建立關係取向專業認同之工作類別以擴張型塑造為主，而在認同驗證困境專業認同之工作類別以迴避型塑造為主。六、教師工作分析和專業認同論述的循環形塑。教師在工作論述和認同論述的交織之下，構築出循環影響的世界觀，並引導教師的每日工作實踐。根據上述研究發現，研究者透過與文獻的討論，提出針對政策制定者、師資培育制度、學校實務運作及未來研究方向上的建議，以供後續針對教師工作之改革與研究做成指引。High school teachers are facing many changes and influences in their workplaces, which make teachers' work full of workload and challenges, and make teachers begin to think about the positioning of their professional identity. This study hopes to explore how teachers construct the appearance and intertwined influence of their work and identity in their discourse through the theory of job analysis and professional identity and the method of discourse psychology. The researcher selected a public senior high school in the north as the research field, interviewed 11 interviewees including teachersand supervisors, and analyzed how teachers construct reality and action in discourse.This study has the following six findings: 1. The work activities of high school teachers involve many workload factors and work challenges. High school teachers' work involves six work categories: teaching work, learning assessment, class management, student guidance, professional growth, and administrative work. Also includes four factors that affect teachers' workload, including policy requirements and external pressure, peer interaction and administrative operation, student characteristicsand diverse needs, professional responsibility and self-expectation. As well as three work challenges, including changes in the times and changes in students, policy norms and administrative operation, and multiple roles and time scarcity.2. High school teachers will be involved in multiple KSAOs when practicing education. The knowledge and skills of high school teachers involve six types of knowledge, including knowledge corresponding to the professional work category of teachers, administrative knowledge, knowledge of education and social context, knowledge of problem solving, knowledge of teacher roles and professional beliefs, and teacher personality and personal traits. This study also proposes challenges in the development of teacher knowledge.3. The job performance of high school teachers includes multiple performance aspects. Teachers regard practical teaching and promotion of learning, fostering relationship connections between teachers and students, cooperation and response of teachers in the context of school systems, and operation and handling of administrative affairs as the four main aspects of their job performance. Fostering connections is regarded as the core value of teachers' work, guiding teachers' meaning construction and work practice. 4. The professional identity of high school teachers is composed of multiple aspects of professional positioning, agency and emotional discourse. Teachers shape their professional identity in the three tasks of teaching, learning assessment, and autonomous professional growth based on the discourse of the essence of education. In addition, they construct the discourse of teachers' professional identity by placing fostering relationships as the core of class management and student guidance. In administrative work and statutory professional development, they construct the discourse of teachers' professional identity with identity verification dilemmas. 5. The discourse construction of high school teachers' professional identity affects teachers' job crafting. Starting from the discourse of teachers' original intention and role self-positioning, the researchers concluded that the work categories of teachers' professional identity oriented toward the essence of education and fostering relationships are primarily shaped through approach crafting, whereas those associated with identity verification dilemmas are primarily shaped through avoidance crafting.6. The cyclical shaping of teacher job analysis and professional identity discourse. Under the interweaving of work discourse and identity discourse, teachers shape a cyclical framework worldview and guide teachers' daily work practice.

Based on the above research findings, the researchers proposed suggestions for policy makers, teacher training systems, school practical operations and future research directions through discussions with the literature, so as to provide guidance for subsequent reforms and research on teachers' work.