《我的資優班》-三位資優教師的良師角色認同

Abstract

本研究目的在了解資優生長大後成為資優班教師，他們對良師的定義為何，他們如何看待自己。本研究採質性研究的深度訪談法，以半結構式的訪談大綱訪談三位資優教師，研究參與者為三位任教於國小一般智能資優班教師。筆者將訪談內容轉為逐字稿，與同儕編碼者編碼後，從詮釋學找出經驗的意義，最後再由受訪者檢視編碼及詮釋。 研究結果發現以下幾點: 一、在三位資優教師眼中，良師的標準有些共同點: 充滿熱忱、像朋友般相處、有 趣的教學方法。 二、有一位教師自認已經是良師，另外兩位教師即使尚未認同良師角色，但皆願意 繼續當資優班教師。 三、三位教師認為的資優教育包含: 玩是學習的根源、延續學習經驗、培養學生能 力。 四、對三位資優教師而言，過去的學習經驗有助於課程設計、與學生和家長溝通， 但同時也面臨外界較高的期待。 最後，依研究結果對資優班教師角色認同提出三項建議: 一、包容教師的主體性與差異性，使資優教育更多元。 二、資優教育需要更多資源與經費，協助師生自我實現。 三、資優班教師需聆聽自己的聲音，找到心靈的價值。The purpose of this study is to explore how “gifted teachers” who were gifted students define a good teacher, and how they regard themselves. The study adopted semi-structured interview as the qualitative research method. Participants are three gifted education teachers at elementary schools, and they were gifted students. After interviewing the three gifted teachers, verbatim transcription were coded by two co-coders. Then, participants examined and confirmed the conclusion and interpretation. The findings of the study are as follows: 1. In the gifted teachers’ opinions, a good teacher should get enthusiasm, have friendly personality, and teach in interesting ways. 2. one of the teachers had achieved the role identity, while other two teachers were still trying hard. 3. The gifted education should be: interesting, memorable, and helpful. 4. Three gifted teachers have been influenced by the gifted classes in the past. It was helpful for them to design courses, and communicate with the gifted students and their parents. However, the external expectations made them feel pressurized at the same time. Finally, based on the research findings, suggestions regarding gifted education teachers’ role identity are proposed as follows: 1.Open mind to accept the differences between gifted education teachers. 2.Supply more financial support and human resources for gifted education. 3.Listen to your heart , and find the value in your mind.