離島教師的偏遠論述－教師社會學分析

The "Remoteness" Discourse of Island Teachers: An Analysis on the Sociology of Teachers

10.7060/KNUJ-ES.200712.0067

王雅玄(Ya-Hsuan Wang)；陳幸仁(Hsin-Jen Chen)

偏遠論述 ； 離島經驗 ； 教師社會學 ； remoteness discourse ； island experiences ； the sociology of teachers

高雄師大學報：教育與社會科學類

23期（2007 / 12 / 01）

67 - 89

繁體中文

本研究之焦點在於以俗民誌進行離島教育優先區學校訪視，在初步勘查離島國中不利因素對教學實踐的影響後，意識到偏遠論述對離島學校的衝擊，乃進入田野深究離島學校的教師生涯，從其離島經驗重構偏遠論述。這意味顛覆主流的偏遠意義，以生命經驗敘事方式讓當地教師發聲，聚焦於離島教師的「偏遠」論述是否有別於「偏遠=不利」之論述，從教師經驗發現離島擁有的資本，以了解偏遠不利因素帶來何種教學實踐困境，並歸納偏遠有利因素帶來何種教學實踐優勢。教學實踐則從教師社會學角度，分別就教師脈絡與學校脈絡來分析教師專業、教師角色、教師文化、教師社會化之落實，試圖探究離島教師的「偏遠」論述對其教學實踐之影響。結論如下：一、偏遠小校提供教師專業與課程教學發展的舞台，二、偏遠小校造成教師發展多樣化的複雜角色，三、偏遠小校有助於教師專業社會化的歷程，四、偏遠小校提供柔軟易塑的學校文化沃土，五、教師的離島經驗反映其對偏遠小校的矛盾情結：偏遠雖利，教師仍離，偏遠不利，教師不離，六、離島教師具有價值二元對立的矛盾論述及離島情結。

This is a focused ethnography research on the secondary schools listed in the Educational Priority Area. The preliminary survey findings show that the remoteness discourse might endanger pedagogical practice. This research then is designed to reconstruct the discourse of ”remoteness” based on teachers' life experiences in three islet schools. Reconstruction means to overthrow the dominant meaning of remoteness. Qualitative data were collected by narrative experience interviews with 15 teachers on their teaching lives there, focusing on their understanding of advantages/disadvantages of teaching in remote areas to cusing and its impact on their pedagogical practice. Data were reviewed by discourse analysis, with the theoretical framework of the sociology of teachers. This study concludes that the remote schools can (1) provide teachers a fine environment of professionalization and curriculum development; (2) foster to develop the diverse and complex roles of teachers; (3) help to proceed the socialization of teachers; (4) offer the soft loam for shaping flexible school culture; (5) mirror out teachers' ambiguous complex; (6) and can derive a dualism of the remoteness discourse.

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