實習教師的情緒地圖：社會建構的觀點

The Emotional Map of Intern Teachers: A Social-Constructivist Perspective

10.6251/BEP.20040506

江文慈(Wen-Tzu Chiang)

社會建構 ； 情緒地圖 ； 情緒距離 ； 實習教師 ； social-constructivist ； emotional map ； emotional distance ； intern teachers

教育心理學報

36卷1期（2004 / 09 / 01）

59 - 83

繁體中文

本研究採取社會建構的觀點，以實习教師在教育實习時空中所產生的情緒事件为焦點，剖析那些事件原因支持或威脅著基本情緒的連繫，並進一步透视實习制度的運作，如何形塑實习教師與重要他人互動關係的亲疏距離，從而描繪實习教師的情緒地圖。在研究取向上，採取質化研究，並以實习心情札記與訪談法做为蒐集資料的主要方法；在研究程序上，採用紮根理論研究法的概念與做法来進行資料分析。研究對象則为90學年度研究者所輔導的25位實习教師。研究結果分别從實习教師與學生、實习輔導教師、學校行政人員、家长和同儕的互動来揭示實习教師的情緒脈絡，最後歸納出形構實习教師情緒地圖的五種情緒距離，分别有：角色身分的情緒距離、階層權力的情緒距離、組織文化的情绪距離、互動態度的情緒距離，以及就業競争的情緒距離等。最後提出若干建議，供實习輔導制度、師資培育與未来研究之參考。

This study aimed to explore the emotional map of intern teachers from a social-constructivist perspective. A systematic understanding of how intern teachers' emotions were shaped by the variable and changing conditions of their work, and how these emotions were manifested in their interactions with significant others. The concept of emotional distance helped us identify the supports for and threats to the basic emotional bonds and understandings of mentoring that arise from forms of distance or closeness in interactions or relationships. Qualitative approach and grounded theory strategy were used to explore the research issues. The results described five emotional distances of intern teachers: role identity, hierarchical power, organizational culture, working competition, and interpersonal attitude. Based on these results, some reflections on practicum policy, teacher education and future research were discussed.

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