| Summary: | 碩士 === 國立嘉義大學 === 教育行政與政策發展研究所 === 95 === Facing the ongoing impact of educational reforms, Teachers’ teaching profession is full of harsh challenges. While dealing with the demanding affairs in their own classrooms, Teachers, at the same time, are trying to redefine their roles as educators and to relocate the direction of the development of Teachers’ profession. Thus, this research aims to investigate how elementary school teachers construct the value and the meaning of being an educator at the field of practicing their teaching.
This research was conducted by thoroughly interviewing eight elementary school teachers and listening to their experiences of growing up, being educated, and working as Teachers. The research then analyzed the origins and developments of the subjects’ teaching profession from their internal perspectives in order to sketch the portrait of Teachers and to realize what Teachers’ self-identity means through the process of carrying out the profession.
Several conclusions were found in the research:
1. The origins of Teachers’ self-identification in the teaching profession were influenced by reasons like family members, other Teachers, friends, interests, and environment.
2. The training as an intern and on-the-job were important keys to the development of forming self-identification in the teaching profession.
3. The professional performances at the field of teaching, such as teaching activities, class management, interaction with others would fully represent the meanings of Teachers’ self-identification.
4. When the objectives and tasks of education became internalized in Teachers’ self-concept, and then Teachers’ self-identification actively came into existence, the carry-out of teaching would cultivate the teaching believes.
5. Teachers would reconstruct self-identification and look for meanings to develop integral concepts as educators from the image of ‘What kind of teacher I am.’
6. Half of the subjects were still confused and full of contradiction toward the perspective that Teacher was a kind of professionals. This led to certain degree of cognitive differences.
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