教育改革與教師工作：臺灣南部一所國中之個案研究

Educational Reform and Teachers' Work: A Case Study of a Junior High School in Southern Taiwan

教師工作與教育改革息息相關，任何教育改革都直接或間接地重新定義教師的角色、規範教師的工作。本文旨在瞭解教育改革下教師工作的實際情形，探究教育改革如何改變教師工作，對教師而言這樣的改變意義為何，而教師的工作又如何回應改革的推動。本研究選擇台灣南部一所國民中學進行個案研究，以訪談法為主，文件分析為輔，進行資料蒐集，在徵得校長同意後，廣泛徵求研究參與者，結果有16位教師參與，文件則包括相關的教育法規。本研究發現，在教育改革下，國中教師的工作模式朝向協同、工作內容朝向多元、工作對象朝向異質，這樣的改變一方面使得教師工作傾向密集化，一方面促進教師工作朝向專業化，而教育改革對教師工作的影響並非單向，透過日常的教學工作，教師對改革各自有所回應，或直接抗拒，或勉強配合，或積極增能。最後根據研究發現歸納結論，並針對教育實務與研究分別提出建議。

Teachers’ work is closely related to educational reform. Many scholars maintain that all educational reform either directly or indirectly redefines teachers’ role and re-regulate teachers’ work. This article is intended to understand teachers’ work in practice with respect to educational reform， inquiring whether and how educational reform affects teachers’ work， what educational reform means to teachers and whether and how teachers react to educational reform. A junior high school in southern Taiwan is chosen as a case. Face-to-face interviews and document analysis are ways of data collection. The permission from the principal is secured first， and 16 teachers volunteer to participate. This study finds that educational reform makes teachers work collaboratively， teach creatively， and make students more diverse. These changes intensify teachers’ work on the one hand and professionalize it on the other. Meanwhile， the influence of educational reform on teachers’ work is not one-way. Through their daily work， teachers react to educational reform differently， probably resisting directly， or cooperating grudgingly， or self-empowering actively. Conclusions are drawn based on the findings and suggestions proposed in regard to educational practice and research.