| Summary: | 碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 93 === Abstract
Issues of gender haven’t been appreciated as they deserve to be in the context of the educational studies for a long time, so that female teachers are “silent” on campus. And female teachers seem to be “careerless” in their obligation to the job and family, as a result of studies of the career of teacher are dominated by the male hegemony.
Secondly, most of the conventional researches interpret and study the several kinds of behaviors of the participants with certain position and vision, in which subjects of research are superior to objects. This kind of situation generates the unequal relationship of interaction between subjects and objects, and the interpretation made in this kind of situation is an observation lacking caring.
As a result of this kind of situation, the research presented here established a cooperative partnership of the researcher and participants, in the caring-oriented framework, in order to represent the points and forms of the career of teacher which belong to the female experiences through the self-narratives and interpretations of life made by three female teachers.
In this equal relationship of dialogue, we proceeded to research and interpret the career of teacher in different dimensions such as the concept of self and characteristics of personality, process of growth and learning, significant persons and events, the turning point of devotion into education, role playing in the marriage and family life, the culture of worksite and plans or choices in future. The mutual-influences of these factors construct the context of career development of female teachers.
Following the context mentioned above, the forms of female teachers’ career represented in this research are:
1.Realizing their own ideals step by step.
2.The appropriate guidance and encouragement of important persons.
3.Turning points of different circumstances caused by significant events.
4.Administrative practices and promotions in normal process.
5.The responsibility of multi-role playing in the obligation of family and
job.
6.The active searching for supports to the self-realization of career.
Conclusions from the forms of female teachers’ career described above:
1.Conventional points and forms of female teachers’ career must be
reconsidered.
2.The development of female teachers’ career is a plural and dynamic process.
3.The social culture causes the restrictions to the development of female
teachers’ career.
4.Most of the female teachers have the positive attitude on the development
of career.
5.Supports form family is the critical key point which influences the
development of female teachers’ career.
6.The traditional normal system still dominates the basic educational
institution.
7.The ethic of caring and concept of gender equality are still ambiguous on
campus.
Finally, after summarizing the studies, analysis and interpretations in several texts and above conclusions, I present my own suggestions and reflections, and I hope this research provides references to female teachers, administration of education, administrative units of schools, and researchers who proceeds to study the related issues in the future.
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