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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/77854

    Title: 看見機動教師-國小校園內的新角色
    Authors: 余淑芬;Fen, Yu Shu
    Contributors: 學習與教學研究所
    Keywords: 代理代課教師;鐘點教師;實踐社群;參與
    Date: 2018-07-26
    Issue Date: 2018-08-31 14:59:53 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 本研究採取Wenger的實踐社群理論以實踐、參與與具化、疏離參與、認同、身分認定與協商能力等概念,從學習是一種社會現象而非個人心智運作的觀點,來微觀探究高投入教學、低投入教甄的機動教師在教師社群中的學習樣貌。
    1. 機動教師進入國小校園內工作的主要原因是鐘點教師自由度高、重要他人的影響、自我的期許、工作性質單純
    2. 國小校園內機動教師對教師身分的認同是自我的責任感、自我的專業成長、自我的成就感、自我理想的實現
    3. 國小校園內機動教師繼續擔任機動教師的動機是友善體貼的學校環境、志同道合的同事情誼、開放的甄選制度
    4. 機動教師能夠快樂的奉獻是他們在參與的社群、組織中,體驗和做的過程(學習的過程)所造成的結果
    5. 機動教師能夠安生立命的環境是他們在參與的社群、組織中,感受到歸屬和形成的過程(學習的過程)所造成的結果
    ;See mobile teacher- New role in an Elementary School
    Mobile teachers are informal teachers who are actively engaged in teaching and passively preparing the teacher recruitment examination for elementary school. The present study builds from Wenger’s community of practice theory to analyze the practice of mobile teacher . The concepts of participation, non-participation, identity, identification and negotiability were applied to interpret mobile teachers’ experience. In this study, qualitative research was administered and the semi-structured in-depth interviews were also used to recruit data about ten mobil teachers’ learning in the social. Qualitative data were analyzed and arranged through textual analysis. Based on the text collection and analysis, five results are addressed blow.
    1. Mobile teachers work at elementary school because of the flexibile working hours, the important influence of other peoples, the expectations of the self, and the simple nature of the work.
    2. The recognition of the teacher′s identity by the mobile teacher is the sense of responsibility of the self, the professional growth of the self, the sense of accomplishment of the self, and the realization of the self-ideal.
    3. Motivation for mobile teachers to continue to be mobile teachers is a friendly and considerate school environment, like-minded and harmonious society, and an open selection system.
    4. The happy dedication of mobile teachers is the result of the process of learning as experience and doing in the communities and organizations they participate in.
    5. The environment in which mobile teachers can make a living is the result of the process of learning as belonging and becoming in the communities and organizations they participate in.
    Appears in Collections:[學習與教學研究所 ] 博碩士論文

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