以Hargreaves教師情緒地理之架構來探究國小教師與家長互動情況

Using Emotional Geographies of Teaching under Hargreaves' Framework to Study Teacher-parent Interactions

10.6479/JE.201206.0175

林奕成(I-Cheng Lin)

情緒地理 ； 情緒距離 ； 親師互動 ； teachers' emotional geographies ； emotional distance ； teacher-parent interaction

教育學誌

27期（2012 / 06 / 01）

175 - 220

繁體中文

本文從後結構主義的角度分析創造力的研究、教育實踐及其限制。本文首先分析創造力的內涵與基礎，指出創造力仍是一種以建構主義為基礎的思考能力過程。其次闡釋創造力研究及其社會實踐上的種種效果，說明創造力論述重構了主體、知識與權力的關係。最後進一步討論創造力在教育上的實踐，並提出創造力教育在教學目標或教學方法混淆以及在資本主義與社會正義兩難等議題。

In social science studies, emotions are considered a new and increasingly important research subject. In the study of education, emotions play an important role in teaching and especially in teacher-parent interactions. Based on the framework of ”emotional geographies” introduced by Hargreaves, this study analyzed emotional geographies of teacher-parent interactions in five dimensions, including sociocultural distance, moral distance, professional distance, political distance, and physical distance. The qualitative research approach was adopted. Drawing on a sample of six elementary school teachers, this study analyzed data collected through interview and observation to find that emotional geographies can effectively help anatomize teacher-parent interactions. The major findings were as follows: (1) teachers' emotions are profoundly affected by the stereotypes of sociocultural and family structure; (2) teachers and parents may have larger emotional distances when they have divergent ideas about teaching or class management; (3) teachers have negative emotions when they feel their professionalism or autonomy is infringed or offended by parents; (4) excessive parental power and overemphasis on teacher status may easily cause fluctuations of teachers' emotions; (5) both teachers and parents are emotionally susceptible to physical conditions, such as time and space, and their communication methods should conform to the trends of the times.

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