108課綱下國中公民與社會科初任教師專業發展歷程之研究

Abstract

本研究旨在了解108課綱下國中公民與社會科初任教師的專業發展歷程，並著重討論職前師資培育、教育實習與初任教師等階段，希冀描繪出教師在上述時期所呈現的教師專業樣貌與轉變，以及當中面臨的挑戰及因應。依據研究目的，本研究採取質性研究法，以兩名出身於108課綱師資培育的國中公民與社會科初任教師作為個案對象。研究過程以深度訪談為主，並輔以觀察、文件等資料佐證，於分析後綜整研究發現與討論。針對兩名個案教師在108課綱下的專業發展歷程，本研究之發現如下：一、教師專業的發展以理論作為奠基，藉由與實務的連結、進入現場後與學生的互動而逐漸深化。二、職前師資培育階段發展出以學生為中心的教育理念，但具體實踐於初任教師階段趨於務實。三、透過持續性地反思與滾動式修正，教師在階段的轉換中能逐漸展現更具自信的教師專業姿態。此外，本研究也就教師專業發展歷程中的挑戰和因應提出以下見解：一、面對制度與現實的侷限性，教師的作法多半為「接受、轉念、再行動」。二、在學校氛圍、同儕文化與學生行為的三重夾擊下，教師僅能退而求其次。三、108課綱下初任與代理教師的雙重身份，為教師專業發展設下一道阻礙。根據以上結論，研究者進一步針對師資培育制度與後續研究提供相關建議，期待對未來初任教師專業發展之推動有所助益。The purpose of this study is to understand the professional development process of junior high school beginning teachers in civic education under the curriculum guidelines of 12-year basic education. It focuses on discussing stages such as pre-service teacher education, educational internships, and novice teaching, attempting to depict the professional characteristics and changes of teachers during these periods, as well as the challenges they face and how they respond.According to the purpose, this study adopts a qualitative research method, the data sources were from the interviews, classroom observations and documents. The findings in this study are as follows:1. The development of teacher professionalism is founded on theory and gradually deepened through connections with practice and interactions with students after entering school.2. During the pre-service teacher training phase, the student-centered educational philosophy is developed, but its practical application tends to become more pragmatic during the novice teacher phase.3. Through continuous reflection, teachers can gradually demonstrate a more confident professional stance during transitions between stages.In addition, this study also provides insights into the challenges and responses in the process of teacher professional development:1. Faced with the limitations of systems and realities, teachers' practices mostly involve "acceptance, reconsideration, and action." 2. Under the triple pressure of school atmosphere, peer culture and student behavior, teachers can only compromise. 3. The dual identity of novice and substitute teachers under the Curriculum Guidelines of 12-year Basic Education poses a barrier to teacher professional development. Finally, this study puts forward relevant suggestions for teacher education system and future research, hoping to contribute to the promotion of professional development of novice teachers.