| Summary: | 碩士 === 國立花蓮教育大學 === 多元文化教育研究所 === 97 === This research begins with teachers’ life-world experience, and inquiries into the essence of being a teacher. With the operation of phenomenological reduction, this research introduces and criticizes four kinds of literature: the public opinion about teachers, discourses about teachers through the view point of “profession” and “role”, critical pedagogy, and Foucault’s discourse-power theory. What is explicated with this kind of reading are the constructing power and the limitations of these theories. The present study then takes Heidegger’s existential phenomenology as the theoretical foundation, uses a phenomenological method called“situatedness”, and obtains the understanding of the significance of teachers’ being-in-the-world.
The result of the present study is two. First, discourses diffusing around teachers influence the living of a teacher by the way that teachers “weave” their own life situation with these discourses. Second, there exists a kind of original-structure called “for others…”in all these four teachers’ ways of living up their work. But on individual level, through each teacher’s interrelating with others and world, it (original-structure) develop into different kinds of derivative-structure where each teacher lives up his/her own specific existential mode.
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