代理／代課教師「製造甘願」之形塑經驗：臺南市某國中之個案研究

The Formation of Substitute Teacher’s Manufacturing Consent: A Case Study from Junior High School in Tainan

中小學代理／代課教師普遍面臨工作上的不平等，他們卻不惜耗費青春年華堅持長期代課，究竟是什麼原因讓他們甘願為教育無止盡的付出？本研究從Burawoy《製造甘願》的理論觀點出發，以臺南市某所公立國中的代理／代課教師作為主要研究客體，採用深度訪談及參與觀察蒐集質性資料，試圖理解哪些機制讓他們甘願長期擔任代理／代課教師？而這樣的甘願又是如何被製造出來的？根據訪談與分析的結果發現，師資培育制度如同一套走入甘願的結構設計：在代理／代課教師進入教育市場之前，教師甄試的束縛形塑了甘願；在進入教育市場之後，有三大機制教人遊戲、內部勞動市場及內部國家，更加鞏固了這種甘願。代理／代課教師一旦開始就任，很難不繼續擔任代理／代課教師，其教職生涯如同一部被製造甘願的歷程。

Inequalities in working conditions and compensation systems are common for substitute teachers in elementary schools and junior high schools. However, the reason why these teachers persist in dedicating themselves to the role of substitute has not received much attention. From the perspective of Burawoy’s “Manufacturing Consent,” we set out to understand the mechanisms that render substitute teachers willing to accept such adverse conditions, using in-depth interviews and participant observations. According to our interviews and analyses, we found that the system of teacher education in Taiwan constitutes a structural formula for building consent. Before substitute teachers enter the education market, they are bound by teacher recruitment practices, which finally lead to the formation of consent. After their entrance, this consent is reinforced by three mechanisms: the teaching game, the internal labor market, and a mirage-like internal state. As a result, once substitute teachers take up this job, they enter the process of consent formation, and it becomes difficult for them to withdraw.