| Summary: | 碩士 === 國立暨南國際大學 === 成人與繼續教育研究所 === 94 === The purpose of the study is to understand the gender identity transformation of female elementary school teachers by discussing key events and informal learning happening in their workplace. The literature review of the study focused on cultural and contextual impacts on women’s gender identity; and adult learning theories challenging the gender discrimination. A phenomenological approach was adopted with in-depth interviews. Eight female elementary school teachers selected from Chiayi County were interviewed.
The analysis of the data showed that the formation of gender identity was a dynamic process which could be revised and transformed. The process of gender identity transformation included several dimensions as follows:
1) Key events such as sexual harassment, gender segregation in job position etc.happening in the interviewees’ workplace stimulated their reflection on the pastexperiences of gender identity.
2) Informal learning facilitated individuals to realize that gender identity was socially constructed.
3) Individuals tried to challenge the underlying assumptions of their taken-for-granted gender identity.
4) Self-learning broadened the view on gender issues and revised gender identity.
5) Finally, the transformation of gender identity should be practiced in real life.
Based on the main findings of the study, some suggestions for adult educators,adult learners, teachers, and future researches were recommended.
Key words ： gender identity, transformative learning, informal learning, elementary school teacher
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