課程改革下高中體育教師之專業認同

Professional Identity of High School Physical Education Teachers Under the Curriculum Reform

10.5297/ser.202406_26(2).0004

陳履賢(Lu-Hsien Chen)；林靜萍(Ching-Ping Lin)；陳信亨(Hsin-Heng Chen)

十二年國民基本教育 ； 教育改革 ； 師資培育 ； 生命史 ； 建構式紮根理論 ； 12-year basic education ； education reform ； teacher education ； life history ； constructing grounded theory

大專體育學刊

26卷2期（2024 / 06 / 30）

157 - 177

繁體中文;英文

高中體育教師面對十二年國民基本教育課程改革時，其教學信念、價值觀及專業認同有何影響及因應？爰此，本研究旨在探討高中體育教師在十二年國民基本教育課程改革下，專業認同之內涵、發展歷程，受到的衝擊與因應。以多重個案研究為架構，採立意取樣的方式選擇六位高中體育教師為研究參與者，透過訪談並以「生命史」與「建構式紮根理論」進行分析。其結果顯示：一、體育教師專業認同之內涵包括體育教師形象的建立、學生為主的工作動機、持續專業發展且肩負體育推廣的責任；二、體育教師專業認同之發展歷程，運動專長／非專長生呈現出不同的發展歷程，且負面經驗的發展歷程會導致專業認同低落；生命歷程中的楷模教師是建立專業認同的關鍵影響因素；三、面對課綱的衝擊，持續專業發展、研讀進修、參與研習與培養多元技能可以降低課程改革的衝擊。本研究結論：高中體育教師專業認同之內涵著重體育教師形象的建立，以學生為主的工作動機，持續專業發展且肩負體育推廣的責任；發展歷程的部分，運動專長背景教師因擁有優異的運動表現，較易於建立高度的體育教師專業認同，而非專長教師則須經各發展階段的認識後才能擁有自我的專業認同。課程改革的衝擊會對教學定位、評量與同儕間接受度產生推動的困難，但持續專業發展可加快對課綱的理解，將其應用在自我的教學上。

When high school physical education (PE) teachers face the 12-year basic education curriculum reform, what will be their response, and what impact will it have on their teaching beliefs, values and professional identity? This study aims to explore the connotations, development process, and influencing factors of high school PE teachers' professional identity under the 12-year basic education curriculum reform, as well as the aforementioned impact and response. Using multiple case studies as a framework, six high school PE teachers were selected as research subjects through purposive sampling. Their cases were analyzed through interviews based on a "life history" and "constructing grounded theory" approach. Results show that: (a) The connotation of PE teachers' professional identity should include constructing the image of the teachers, student-oriented work motives, continuous professional development, and the responsibility for sports promotion; (b) The development process of professional identity of PE teachers-specialized/general students can reflect different development processes, and negative experiences within each process can lead to low professional identity. In addition, role model teachers in the course of life are key influencing factors in the process of establishing professional identity; (c) Teachers can negotiate the impact of curriculum reform by adopting continuous professional development, cultivating multiple skills, pursuing further study, and emphasizing participation. In conclusion: During the development process, teachers with sports expertise and experience are more likely to establish a high level of PE teachers' professional identity due to their background of excellent sports performance, while non-specialized teachers need to go through the recognition of the various stages of development before they can acquire their own professional identity. Curriculum reform will have a significant impact on the teaching orientation, including creating difficulties in orientation, assessment, and peer acceptance. However, continuous professional development can accelerate understanding of the curriculum and its application to one's own teaching.