高中課程改革下的教師專業認同

Teacher Professional Identity in the High School Curriculum Reform

本文透過個案研究，探究外在課程改革結構與教師專業訴求對於現場教師專業 認同的衝擊和教師個人專業認同的型塑，反思課程改革的真義。主要結論包括：（1）教師專業認同是教師專業的核心，經由不斷與外在課程改革的期待和結構持續協商、辯證，進而型塑和再型塑；（2）教師專業認同型塑的過程，是不斷追尋和發展成自我所界定的專業教師，進而在過程中對自身的課程與教學進行轉化。因此，政府應支持改革是由下而上、藉由溝通辯證模式而產生，重視教師是落實改革的重要推手，以 實踐課程改革的願景。

This case study aimed to explore the conflict between the expectations of teacher professionalism from society and teacher professional identities in order to reconsider the issue of the curriculum reform. The result indicated that: (1) teacher professional identity is the core of teacher professionalism， which is constantly being shaped and reshaped through negotiating with the public expectations of teacher professionalism and the system of the curriculum reform; (2) the process of shaping teacher professional identity is based on the self-defined teacher professionalism as a key of the transformation in curriculum design and teaching practice. Overall， the government should support the bottom-up curriculum reform for achieving the educational goals.