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教師專業身分形構：批判的教育社會學分析與研究

劉國兆( Liu,Kuo-Chao)

教師專業研究期刊, 2015-12 (10), p.033-056

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  • Title:
    教師專業身分形構：批判的教育社會學分析與研究
  • Author: 劉國兆( Liu,Kuo-Chao)
  • Subjects: critical sociology of education's Principal ; knowledge/power ; professional development of teachers ; Taipei Municipal Qingjiang Elementary School ; 批判的教育社會學 ; 教師專業發展 ; 知識/權力
  • Is Part Of: 教師專業研究期刊, 2015-12 (10), p.033-056
  • Description: 本文透過批判的教育社會學架構，藉由文獻分析與辯證思考，讓隱身在教師專業身 分背後的知識/權力意識形態現身，也讓國家無形的手現形。研究發現，國家在現代社 會中扮演著建構霸權角色，形塑出「去專業化」的教師身份認同；而教師意識覺醒的引 領，則形塑出「再專業化」的教師身份認同；另外在主體展開對話與解放行動中，形塑 出「新專業化」的教師身份認同。這一連串從「去專業化」，再到「再專業化」，最後 達到「新專業化」教師身份認同的歷程，正是教師突破結構束縛，展現主體動能，生產 創新文化的奮鬥過程。最後提出結論與建議，作為教育政策制定、教師專業發展及師生 共創文化之參考
    In this study，through the framework of critical sociology of education，literature analysis， and dialectical thinking, the knowledge/power ideology behind the professional identities of teachers were revealed, which in turn made the invisible hand of the country appear. Findings show that a country plays the role of a hegemonic constructor in the modern society, which leads to the despecialization of teachers' identities. With the guide for the awakening of teachers' consciousness, the "re-specialization" of teachers' identities can be reshaped. In addition, through the dialogue of the subject and liberation actions, the ^new professionalism^ of teachers' identities can be shaped. The series of “de-specialization ”，“re-specialization”，an
  • Publisher: 台灣: 國立嘉義大學師資培育中心
  • Language: Chinese
  • Identifier: ISSN: 2225-0042
  • Source: Airiti Library
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