第五十ㄧ輯．第四期 - 2005-12-31

從「角色」到「自我」 論教師改變的歷史困境與可能

From “Role” to “Self”: An Investigation of the Problems and Possibilities of Teacher Change

作　者：
黃 騰 / Teng Huang
關鍵字：
教師改變、教師專業、後結構主義 / teacher change, teacher professionalism, poststructuralism
  • 摘要
  • 英文摘要
  • 參考文獻
  • 全文下載
本研究從後結構歷史批判的觀點出發，反省當前以「教師角色」作為教師改 變的思考模式。這種「實徵—理性」的模式常會落入國家官僚體制、社會變遷下 的需求、專家知識的消費者之限制，使得教育改革及教師改變不得其效。即使為 教師角色冠上「專業自主」的口號，也難以逃脫「教師角色」的思考。因此，本 文建議從另一個角度「教師自我」來思考教師改變的可能性。根據後結構的 思考及反省，本文提出三種可能的途徑：歷史性的社會批判、與他者對話的自傳 敘事、發展自我的實踐智慧。
This research project is based on a post-structuralist perspective; it uses the notion of “teacher role” to reflect on the problems of “teacher change.” The empirical-rational model tends to be limited by the inhibitions of a national bureaucracy, the demands of social transformation, and the “consumerism” of professional knowledge, inasmuch as these three factors tend to make educational reform and teacher change unsuccessful. Even when using the word “professionalism” for “teacher change,” most people still can’t avoid thinking of “teaching” (or “being a teacher”) as a role. Due to this situation, I am suggesting here that we begin to think from another point of view—that of the “teacher self”—in order to more readily create the possibility of genuine teacher change. Based on the reflections and criticisms of post-structuralism, there are three possible ways to make teacher change happen: by performing a social-historical critique, by engaging in dialogue with others as a form of “narrative,” and by developing the “phronesis” of the self.
卯靜儒（2004）。從新馬克思主義到後結構主義—課程社會學研究的再概念化。教育研究
集刊，50（1），119-142。
李俊達、張德銳（2001）。美英兩國的績效責任運動及其對我國中小學教育的啟示。教育
資料與研究，43，23-29。
林佩璇（2002）。教學知識之研究：從研究典範的轉移到整合理解。課程與教學季刊，5（3），
17-34。
沈清松（2002）。對比、外推、與交談。臺北市：五南。
沈姍姍（1998）。教育改革趨向與影響因素分析—國際比較觀點。教育資料集刊，23，39-53。
周珮儀（1999）。從社會批判到後現代。臺北市：師大書苑。
周淑卿（2004）。課程發展與教師專業。臺北市：高等教育。
張華、石偉平、馬慶發（2000）。課程流派研究。山東省：山東教育。
郭至和（2004，12 月）。「解放」？「發聲」？「增權賦能」？一位從事課程行動研究小
學老師的省思。載於國立臺北師範學院實習輔導處舉辦之「課程研究與教師」研討會
論文集（頁 65-80），臺北市。
黃政傑（1991）。課程設計。臺北市：東華。
黃瑞祺（2000）。現代與後現代。臺北市：巨流。
黃騰（2003）。紀登斯全球化理論及其對課程研究之啟發。國立臺北師範學院課程與教學
研究所碩士論文，未出版，臺北市。
趙敦華（2001）。西方哲學簡史。北京市：北京大學。
歐用生（1999）。課程發展的基本原理。高雄市：復文。
鍾鴻銘（2004）。H. M. Kliebard 的課程史研究及其啟示。教育研究集刊，50（1），91-118。
Apple, M. W. (1981). On analyzing hegemony. In H. A. Giroux, A. N. Penna, & W. F. Pinar
(Eds.), Curriculum & instruction alternatives in education (pp. 109-123). Berkley, CA:
McCutchan.
Apple, M. W. (1987). Gendered teaching, gendered labor. In T. S. Popkewitz (Ed.), Critical
studies in teacher education: Its folklore, theory and practice (pp. 57-83). New York: Falmer
Press.
Apple, M. W. (2000). Between neoliberalism and neoconservatism: Education and conservatism
in a global context. In N. C. Burbules & C. A. Torres (Eds.), Globalization and education:
Critical perspective (pp. 57-78). New York: Routlege.
Apple, M. W. (2001). Education and the right way: Markets, standards, and inequality. New
York: Routledge Falmer.
Apple, M. W. (2004). Ideology and curriculum (3rd ed.). New York: Routlege.
Bauman, Z. (1987). Legislators and interpreters. Oxford, England: Polity Press.
Beck, U., Giddens, A., & Lash, S. (1997). Reflexive modernization: Politics, tradition and aesthetics
in the modern social order. Cambridge, MA: Polity Press.
Beyer, L. E., & Liston, D. P. (1996). Curriculum in conflict. New York: Teachers College Press. 
Carlsen, W. S. (1991). Questioning in classroom: A sociolinguistic perspective. Review of Educational
Research, 61, 157-178.
Connelly, F. M., & Clandinin, D. J. (1990). Narrative inquiry: Storied experience. In E. C. Short
(Ed.), Forms of curriculum inquiry (pp. 121-154). New York: State University of New York
Press.
David, C., & Elizabeth, O. (2000). Teacher professionalism: The wrong conversation. Education
Canada, 40(1), 4-7.
Dillabough, J. A. (1999). Gender policies and conceptions of the modern teacher: Women, identity
and professionalism. British Journal of Sociology of Education, 20(3), 373-394.
Dreyfus, H. L., & Rabinow, P. (1982). Michel Foucault, beyond structuralism and hermeneutics.
Chicago: University of Chicago Press.
Elliott, A. (2001). Concepts of the self. Cambridge, MA: Polity Press.
Erickson, F. (1986). Qualitative methods in research on teacher. In M. C. Wittrock (Ed.), The
handbook of research on teaching (pp. 119-161). New York: Macmillan.
Foucault, M. (1983). Discourse and truth: The problematization of parrhesia. Retrieved January
13, 2004, from http://foucault.info/documents/parrhesia/
Giddens, A. (1984). The constitution of society. Cambridge, MA: Polity Press.
Giddens, A. (1990). The consequences of modernity. Cambridge, MA: Polity Press.
Giddens, A. (1991). Modernity and self-identity: Self and society in the late modern age. Stanford,
CA: Standford University Press.
Giddens, A. (1993). New rules of sociological method (2nd ed.). Cambridge, MA: Polity Press.
Giroux, H. A., Penna, A. N., & Pinar, W. F. (Eds.). (1981). Curriculum & instruction alternatives
in education. Berkley, CA: McCutchan.
Ginsburg, M. (1987). Reproduction, contradiction and conceptions of professionalism: The case
of pre-service teachers. In T. S. Popkewitz (Ed.), Critical studies in teacher education: Its
folklore, theory and practice (pp. 86-129). New York: Falmer Press.
Goodson, I. F. (1984). Subjects for study: Towards a social history of curriculum. In I. F.
Goodson & S. J. Ball (Eds.), Defining the curriculum: Histories and ethnographies (pp.
25-44). London: Falmer Press.
Goodson, I. F. (1991). History, context and qualitative methods. In I. F. Goodson & R. Walker
(Eds.), Biography, identity and schooling: Episodes in educational research (pp. 114-136).
London: Falmer Press. 
Goodson, I. F. (1997). The changing curriculum: Studies in social construction. New York: Peter
Lang.
Goodson, I. F. (1998). Storying the self: Life politics and the study of the teacher’s life and work.
In W. F. Pinar (Ed.), Curriculum: Toward new identities (pp. 3-20). New York: Garland.
Grumet, M. R. (1999). Autobiography and reconceptualization. In W. F. Pinar (Ed.), Contemporary
curriculum discourses (pp. 24-30). New York: Peter Lang.
Hart, P. (1998). Rethinking educational change with heart & mind: 1997 ASCD Yearbook. Canadian
Journal of Education, 23(2), 228-231.
Hunkins, F. P. (1976). Building curriculum: Influences and mechanisms. In O. L. Davis, Jr. (Ed.),
Perspectives on curriculum development 1776-1976 (pp. 83-129). Washington, DC:
Association for Supervision and Curriculum Development.
Kanpol, B. (1997). Issues and trends in critical pedagogy. Cresskill, NJ: Hampton Press.
Kliebard, H. M. (1975). Persistent curriculum issues in historical perspective. In W. F. Pinar
(Ed.), Curriculum theorizing: The reconceptualists (pp. 39-50). Berkeley, CA: McCutchan.
Kliebard, H. M. (2002). Changing course: American curriculum reform in the 20th century.
New York: Teachers College Press.
Lofty, J. S. (2003). Standards and the politics of time and teacher professionalism. English Education,
35(3), 195-222.
Meyer, J. W., & Kamens, D. H. (1992). Conclusion: Accounting for a world curriculum. In J. W.
Meyer, D. H. Kamens, & A. Benavot (Eds.), School knowledge for the masses: World
models and the national primary curricular categories in the twentieth century (pp.
165-179). Washington, DC: Falmer Press.
Munro, P. (1998). Engendering curriculum history. In W. F. Pinar (Ed.), Curriculum: Toward
new identities (pp. 263-294). New York: Garland.
Nias, J. (1995). Postmodernity and teachers’ work and culture. Teaching & Teacher Education,
11(3), 307-312.
Pinar, W. F. (1998). (Ed.). Curriculum: Toward new identities. New York: Garland.
Pinar, W. F., Reynolds, W. F., Slattery, P., & Taubman, P. M. (1995). Understanding curriculum.
New York: Peter Lang.
Popkewitz, T. S. (1987). Ideology and social formation in teacher education. In T. S. Popkewitz
(Ed.), Critical studies in teacher education: Its folklore, theory and practice (pp. 2-35).
New York: Falmer Press. 
Popkewitz, T. S. (1998). Struggling fot the soul: The politics of schooling and construction of the
teacher. New York: Teachers College Press.
Popkewitz, T. S. (2001). The production of reason and power. In T. S. Popkewitz, B. M. Franklin,
& M. A. Bereyra (Eds.), Cultural history and education (pp. 151-183). New York: Routlege.
 
Richardson, V., Anders, P., Tidwell, D., & Lloyd, C. (1991). The relationship between teacher’s
beliefs and practices in reading comprehension instruction. American Educational Research
Journal, 28(3), 559-586.
Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (Ed.), Handbook of research
on teaching (4th ed.) (pp. 905-944). Washington, DC: American Educational Research
Association.
Salvio, P. M. (1998). On using the literacy portfolio to prepare teachers for “willful world traveling”.
In W. F. Pinar (Ed.), Curriculum: Toward new identities (pp. 41-74). New York: Garland.
 
Smith, D. G. (2003). Curriculum and teaching face globalization. In W. F. Pinar (Ed.), International
handbook of curriculum research (pp. 35-51). Mahwah, NJ: Lawrence Erlbaum Association.
 
Slife, B. D., & Williams, R. N. (1995). What is behind the research? Discovering hidden assumptions
in the behavioral sciences. Thousand Oaks, CA: Sage.
Spencer, D. A. (2001). Teachers’ work in historical and social context. In V. Richardson (Ed.),
Handbook of research on teaching (4th ed.) (pp. 905-944). Washington, DC: American
Educational Research Association.
Shulman, L. S. (1986). Paradigms and research programs in the study of teaching: A contemporary
perspective. In M. C. Wittrock (Ed.), The handbook of research on teaching (pp. 3-36).
New York: Macmillan.
Schaafsma, D. (1998). Performing the self: Constructing written and curricular fictions. In T.
Popkewitz & M. Brennan (Eds.), Foucault’s challenge: Discourse, knowledge, and power
in education (pp. 255-277). New York: Teachers College Press.
Stanley, W. B. (1992). Curriculum for utopia: Social reconstructionism and critical pedagogy in
the postmodern era. New York: State University of New York Press.
Whitty, G. (2002). Making sense of education policy: Studies in the sociology and politics of
education. London: Sage. 
Zeichner, K. Z., & Noffke, S. E. (2001). Practitioner resarch. In V. Richard (Ed.), Handbook of
research on teaching (4th ed.) (pp. 298-332). Washington, DC: American Educational Research
Association