從社會心理層面探討國小資優教育教師專業認定之發展與挑戰

The Development and Challenges of Professional Identity for Gifted Education Teachers in Elementary Schools from a Psychosocial Viewpoint

本文首先引介專業認定的基本概念，再藉由個案教師的經驗敘事，從社會心理層面，探討國小資優教育教師專業認定之發展與挑戰。專業認定是個體與所處情境脈絡互動的結果，涉及社會結構力與個體能動力之交互作用。教師需整合關於專業自我的內外在意義，其專業認定才能穩定的形塑。期許教師能從專業活動中認定自己的專業價值、教育哲學取向和自我期許，同時，亦期許教育工作者能共同關注影響資優教育教師專業認定發展之相關議題。

In this article, the features of professional identity were pointed out first, then the development and challenges of professional identity in psychosocial aspects that gifted education teachers in elementary schools may face were illustrated and discussed by teachers' narrative data. Professional identity was the result of interaction between individuals and situations, involving interplay between human agency and social structure. Teachers needed to integrate meaningful internal and external professional development, and they also built a stable sense of professional identity. It was hoped for more educators to pay attention to issues related to teacher professional identity development.