成為老師，與棒球班一同前行：一名地球科學領域教師之自我敘說研究

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Title:	成為老師，與棒球班一同前行：一名地球科學領域教師之自我敘說研究
Authors:	胡祖寧;Hu, Tsu-ning
Contributors:	學習與教學研究所
Keywords:	自我敘說;棒球班;理論分析;教師;吟遊;narrative;baseball class;teacher;troubadour
Date:	2021-06-28
Issue Date:	2021-12-07 13:09:32 (UTC+8)
Publisher:	國立中央大學
Abstract:	如何成為一名老師、如何成為一名好的老師、如何成為自己心目中希望的老師，相似的問題，在成為老師的路途中，總被他人或是自己詢問過千萬次。本篇研究以研究者自身的經驗出發，透過不同事件其背後的理論依據分析，希望為曾經對於自身產生懷疑，感到迷惘的教師帶來些許幫助與信心。第一章節主要為問題意識以及研究方法。本篇研究所使用的研究方式為自我敘說研究，敘說研究並沒有簡單直白的研究問題，其中的研究問題是透過研究者敘說與反思的過程中逐漸形塑與發覺，研究者透過 Clandinin 和Connelly 對於敘說的空間與時間的分析，將自身的研究場域、時間與事件作更進一步的架構圖表。第二章節主要為我的成長背景與求學過程，當中有兩件事情最為影響我：一為因父母皆從事教職，透過 Roe 的職業選擇理論，理解我對於父母職業的嚮往與追求，進而希望走上與父母相同的道路；二為在求學過程中，自己不習慣也不喜愛在課堂上發言，透過 Cain 所提出的內向者的優勢，思考為何學生會抗拒在課堂中發言，以及當我站在教師位置時，如何學習接受課堂中的內向與外向。第三章節則是開始敘說當我第一次踏入教育現場時，我遇到一群棒球班孩子，學生對於學習以及課堂強烈的排斥感使我困惑，透過棒球班學生過往的成長背景以及其所重視的成功價值，我嘗試運用 Bourdieu 的文化資本理論與 Gee 所提出的符號學領域分析孩子們與主流社會重視之截然不同的文化資本，與和課本重視相異之識讀能力，並瞭解為何孩子們抑或是教師自身會困於主流社會中的價值觀念。第四章節為我成為教師的第二年，自己如何面對體育班孩子帶給我的挑戰與挫折，以及嘗試轉化自身的角色。在過程中，Serres 的吟遊者之路為我指引了方向，我開始踏上人生的吟遊之路，開始觀看人生第一場棒球賽、嘗試了解學生真正身處的環境，希望在教與學的過程中，找到自己成長路途中的目標理想以及嘗試成為學生成長路上的火光。第五章節為遇到普通班學生時，我發覺孩子們對於自然不再擁有想像的原因，如同 Louv 所著的失去山林的孩子以及 Serres 提到的汙染源於佔有，單調的字句成為孩子們認識地球唯一的方式，孩子不再接觸與認識自然。相較於生硬的科學字句，我更希望透過與傳統課本中不一樣的思考脈絡，去帶給孩子我所認知與期許的地球科學學習意義。第六章為我成為教師的第三年，接觸 Freire 的解放教育學，使我對於教師角色所應負擔的責任有更深入的了解，教師與學生需同時具有對於學習目的的理解，彼此才能在相對應的位置前進。同時，過往因為自己一直身處於主流文化的洪流當中不自知，而間接成為階級複製者，透過 Freire 的理論，我也更加的理解解放教育學的理念與解放教育者的職責所在。第七章為本篇研究的結語，透過事件的發生、角色的轉變以及不同理論的分析，讓我對於敘說研究、成長改變以及自己都有更進一步的認識，最終我發覺，我所希望成為的教師，所追尋的自己，便是在這一路中收穫、挑戰、冒險後，成為的我。;How to become a teacher? How to become a great teacher? How to become a teacher what you wish? Similar questions have always been asked numerous times by someone who is trying to be a teacher. Even though the one has already been a teacher, these questions still come to their mind sometimes. Thus, the objective of this research is to share my personal experience with those who have self-doubt in teaching. The first chapter of my thesis illustrates the purpose of my research, and the method we used is Narrative Research. Narrative Research usually has no explicit questions; in fact, the question is coming up with the researcher’s reflection. The researcher makes the time, space, and event by Clandinin and Connelly’s narrative theory. In the second chapter, we discuss my growing process in being a teacher. Two things influence me. One is my parent. With the theory of vocational choice by Roe, I analyze why I want to become a teacher and how my parents guide me to become a teacher. The other one is about my growing process. I am not a student who likes to speak in the lesson before. However, by knowing The Power of Introverts by Cain, I start to think about why students usually do not speak actively in class. As a teacher, how can I cope with both the introverted and outgoing students in class? In the third chapter, we discuss my first year of becoming a teacher. I met the students from baseball class who do not concentrate on their lessons. To know those children growing backgrounds and their passion for baseball, I try to realize and practice the cultural capital by Bourdieu and the semiotic domain by Gee. I want to understand why some children stick to the framework of mainstream value. My second and third years of becoming a teacher are presented in the fourth chapter. In this period, I met students in baseball class again. Troubadour raised by Serres guides me this time. To lead the students and find the goal of myself, I got myself involved in their baseball game as a spectator. In the fifth chapter, I met the students study in the regular class. I found that students don’t have any images of nature by Louv’s and Serres’s theory. The stiff sentence becomes the only way that students know about nature. Instead of the dreary textbook, I want to use other ways to bring students the different imaginations of earth science. The sixth chapter express my third year of becoming a teacher. The pedagogy of the oppressed by Freire makes me realize the responsibility of being a teacher. Teachers and students should have the same goal in learning, and then we can grow up together. At the same time, I always do class reproduction and unconscious. The seventh chapter is the research end. Through the event happening, the change of character, and different theories analyze, I have a strong understanding of the narrative research, growing, and myself. Eventually, I realized which kind of teacher and person I want to be after all the challenges and results.
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