他們為什麼離開：一對一數位創新小學教師的經驗

Why Are They Leaving? The Experience of Elementary Teachers in a One-to-One Computer Access Classroom

10.6137/RECT.201912_(121).0002

陳斐卿(Chen, Fei-Ching)；蔡宗良(Tsai, Tsung-Liang)

教師流動 ； 疏離 ； 認同 ； 數位教室 ； 實踐社群 ； Teacher attrition ； Non-participation ； Identity ； Digital classroom ； Community of practice

教育傳播與科技研究

121期（2019 / 12 / 31）

19 - 36

繁體中文

數位科技為各校帶來蓬勃的新希望和新的教學與學習機會，是政府和校方極力推崇的新教育政策。然而，為何具有數位學習旗艦店盛名、全校實行「學生自備學習載具」的小學，推動過程卻有著不尋常的教師流動率？教師流動必有其個人複雜的考量，本文無意調查其流動與該校數位教學創新的因果關係；而是，面對向來追求穩定的教師社群，卻呈現紛紛執意調校的氛圍，特別是部分曾經深度參與數位創新的社群成員，為何頻頻出走的現象。研究者以6年之研究場域觀察為基礎，以七位平均年資為16年的調校教師為主要研究對象，透過訪談探究教師離去的想法。結果發現，老師難以苟同的面向包括：數位平臺本身、校方的相應措施、教師的融入經驗、教師被取代的經驗，以及校方數位表現的推廣等。以實踐社群（communities of practice）理論為架構，本研究更進一步釐清個人如何不願繼續座落在社群的關鍵為：一、教學社群特殊組成的複雜性，讓教師產生身分上的矛盾；二、多重主要事業的對立性，讓老師並非不「能」，卻選擇有所「不為」；三、社群資源意義的長期封閉性，撼動老師身為社群一分子的認同，終至紛紛流失至他校。

Digital technology provides schools with visionary teaching and learning opportunities. Current educational reforms worldwide strongly emphasize on teachers transforming into competent and proactive technology users. However, how do most students and teachers react toward this trend? This study focused on the nature of conflicting experiences faced by numerous veteran teachers in a well-received technology-innovative school. Thus, the discussion over teacher transition and technology uses should be broadened to include identity work issues. How do teachers face this new situation with each student having one laptop in the classroom? Some teachers who fully participated in this innovation were gradually alienated from the teaching process, prompting them to quit their jobs. Why so? Their quitting indicated, in a more profound way, the complex multiplicity of teacher transitions. Based on seven nonparticipating teachers' interviews, our findings indicated that these teachers felt the following five aspects unsatisfactory: digital platforms, school strategies, their experience of integrating into practice, their experience of being replaced, and school's utilization of students' digital performance on the front stage. Borrowing Wenger's communities of practice as a theoretical framework, this study further focused on the phenomenon of how members transform from full participation to full exclusion. Concepts such as ＂mutual engagement,＂ ＂joint enterprise,＂ and ＂shared repertoire＂ were useful in explaining teachers' identity confusion. Our analysis provided a nuanced account of teachers' difficulties in continuing their teaching jobs in technology-innovative schools.

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