| Summary: | 博士 === 國立臺灣師範大學 === 教育學系 === 96 === As a practitioner, the teacher is always seen as the key person of education reform or the most important mediator to put all the educational policies and theories into practice. Therefore, “teacher profession” is regarded as an important research issue and educational policy makers and academic scholars always identify the term dogmatically in light of their positions. Teachers are expected and silent. As a fact, teachers are never role adapting. Their subjective perspectives affect their teachers’ professional identities which guide teachers’ educational practices. In order to pursue and display more voices and perspectives of teachers’ professional identities, the sutdy recruited five male and female junior high school teachers with different backgrounds as research participants and used qualitative methods to explore the divergences of these teachers’ professional identities and how “structure-agency” functions. The study manifested the teachers’ professional identities through analyzing their life worlds and their agency to see how they overcame the obstructions and enriched the discourses of teacher professions.
In the study, individual in-depth interviews, focus group interviews and journal writings were employed to reveal stories of five junior high school teachers who come from different schools and teach different subjects . The research findings are as follows:
I.Teachers’ professional identities are formed by their life worlds not role-adapting.
II.Educational structures affect teachers’ professional identities in complicated and multi-level ways.
III.“Disenchantment-reflective-action”is the modle of teachers’ agency.
IV.The reflexive project of the self in narrative form helps teachers to clarify their professional identities, enrich reflective aspects and make a stable value to teaching.
According to the analysis and conclusion of the results, several suggestions were raised。
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