國民小學教師性別意識型塑及其課室實踐轉化之研究

Abstract

本研究旨在探討國小性別專家教師其性別意識型塑的歷程，在師生互動中實踐性別平等教育的成效、挑戰與因應，以及分析其性別意識型塑歷程在性別平等教育實踐所發揮的作用與衍伸的課題。為達成研究目的，本研究採質性研究取徑，以便透過課室觀察、訪談以及檔案文件分析等獲得所需的相關資料。本研究的主要發現有如下六項。綜合上述資料分析，本研究主要結果有六點：第一，教師性別意識的形成是連續不斷的動態歷程；第二，就讀性別研究所是日後課室實踐性別平等教育的重要關鍵；第三，性別平等教育不宜「照本宣科」並透過師生互動落實於情境脈絡中；第四，性別專家教師仍有待覺察的「做性別」，突顯教師自省批判能力的重要；第五，參與相關所需的性別研習並持續專業進修助益於教師性別平等教育的實踐；以及第六，教師若未能將已覺知的性別意識落實於生活中，容易降低性別敏感度，造成性別平等教育落實的破口。依據上述研究，提供性別平等教育實踐與未來研究的相關建議。The topic of this research is to clarify the gender consciousness building history of a elementary school gender-professional teacher. Analyzation of the realization effort, challenge and contribution within the interaction between student and teacher, also the following issues about it. This research is based by qualitative research, analyze and conclude with the classroom observation, interviewing and the related document in the classroom of the target teacher. Topics of this research had been found as below.Topics of this research have six findings. First, the creation of gender consciousness to a teacher is a continuous dynamic route. Second, attending gender equity class in graduate school is the key point to execute the classroom practice of gender equity education. Third, gender equity education should not be a rigid information. It can be realized to the student’s normal life pattern via teacher-student Interaction. Forth, gender-professional teacher brings the idea of “doing gender” unconsciously, that shows the importance of the ability to self-examination and introspection. Fifth, focusing on what we need about the gender issue to learn with and keep studying is benefit to the accomplishment of teachers’ gender equity education. Sixth, the teacher did not achieve the gender consciousness in daily life may lower the gender-sense and turn out to be a breaking point of gender equity education realization. Based on the research result, this research is to offer suggestions about gender equity education realization and the relative research.