代理教師的生涯資訊行為研究

Abstract

本研究之目的在於探討國中代理教師的生涯發展階段及其生涯資訊行為之特色。參與半結構式訪談之研究對象共12位，包含6位代理教師、6位曾任代理之正式教師。訪談資料分析後，主要結果顯示如下：1. 關於目前的生涯階段，受訪代理教師之回應大致呼應學者由教師服務年資的區分；受訪正式教師的觀點則反映其獲得正式教職後的身分及心態轉變。2. 關於生涯資訊行為，本研究探討受訪者的資訊需求以及資訊分享。而根據受訪教師表示，所需求的資訊包含教學、行政以及教師自我成長等主題；除了此些主題，所分享的資訊另外尚包含情緒的抒發。3. 由於網路的便利性，網路乃是受訪者搜尋資訊的主要管道。然而也因為網路傳播的無遠弗屆，導致受訪者對於透過網路分享資訊有所顧慮。4. 無論處於何種生涯發展階段，所有受訪教師對於教學或行政相關的資訊均持續有所需求。而曾任代理之正式教師中，部分受訪者指出自從通過教師甄選後，因應別人詢問與需求而分享的資訊，主要則與甄試相關。依據分析結果，本研究進一步對師資培育單位之資訊平臺提出建議。

This study aims to explore the career stages of substitute teachers at junior high schools and the characteristics of their career information behavior. 12 subjects participated in semi-structured interviews, including 6 substitute teachers as well as 6 formal teachers who had acted as substitute tecahers before. After anayzing the interview data, the main results revealed as below:1. Concerning current career stages, the responses of substitute teachers interviewed mainly echoed the classification by a scholar based on teachers’ service years, while the viewpoints of formal teachers interviewed reflected their changes of status and mindset after securing formal teaching positions.2. With regard to career information behavior, this study explored interviewees’ information needs and information sharing. According to the teachers interviewed, the information needed included those about teaching, administration and teachers’ self-growth. In addition to the aforesaid topics, what they shared also involved feeling expression.3. Due to the convenience of the Internet, it was the main channel by which interviewees searched for information. However, they held some scruples about sharing information online owing to the far-reaching communication of the Internet.4. All the teachers interviewed, no matter what career stages they were at, constantly needed information about teachig and administration. And among formal tecahers who had ever acted as substitute tecahers, some interviewees pointed out that after they had passed teacher recruitment tests, the information they shared in response to others’ inquiries and demands were mainly associated with the tests.Grounded on the results, this study further forwarded some suggestions for the information platforms of teacher education agencies.