幼兒教師合作教學中情緒地理之敘說研究

The narrative inquiry of the preschool teacher's emotional geography during the process of cooperative teaching

幼兒教師教學工作充斥著情緒，合作教學人際互動中情緒的渲染與溝通的理解影響教學品質。本研究以幼兒正式與代理教師在合作教學現場情緒事件為焦點，用國外學者Hargreaves所提出的「情緒地理」架構，包含了社會文化、道德、專業、政治、物理等層面，檢視影響教師情緒因應之文化及外在因素，如何影響合作教學情緒距離親疏遠近，並繪製情緒地理。研究結果發現：（1）教師情緒易受到搭班的代理「候鳥」族群文化、性別等因素之影響；（2）教師間教育信念的差異造成教師情緒紛擾；（3）他人眼中教師專業認定差異，產生負面傷害情緒，教師彼此的認同修補情緒；（4）教師間正式與非正式的權力、地位認同形成為正負面情緒源；（5）教師全時相處、互動溝通直接，時間規劃理念差異易產生情緒誤解。

The works of preschool teachers teem with emotions. The emotion influences and understandings of communication affect the quality of cooperative teaching. By the framework of Hargreaves´emotional geography including five patterns: social-cultural, moral, professional, political and physical, the research focuses on the emotional issues of certified teacher and substitute teacher during the process of cooperative teaching to exam how the external factors and cultural content about the teachers´emotional reactions affect the emotional distance of cooperative teaching and depict their emotional geography.The conclusions are:1.Teachers´emotions are influenced by the factors including the culture of "migratory bird"and gender.2.The divergences of teachers about their educational belief cause the tumult of emotion.3.The divergences of professional qualifications from outsiders bring the negative emotions. Teachers repair their emotions by the identity from other teachers.4.The formal and informal power and identity upon their position become the source of positive and negative emotions.5.To be with other teachers for a long time, the directive interactions and communications and the perspective of mapping out their time cause the emotional misunderstanding easily.