Lead a vagrant life：The narrative study of job hunting for a young teacher in Taiwan

• Main Authors: Jen-wen Cheng, 鄭人文
• Other Authors: Shane Wang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/77430181403841662370

碩士 === 東吳大學 === 社會工作學系 === 100 === Abstract Through the research, the author witnesses the impact of Taiwan’s teacher education system with her own stories. That is, those who work hard have no guarantee to earn the outcome they deserve. In the meantime, the author reflects herself and searches for her suitable place and the direction of future life in the process of the research. The research adopts narrative require to describe the story how the author becomes a vagabond teacher. Upon recollecting, narrating, reflecting, and retrospecting the documents, I survey the family relationship, as well as the relationship between the teacher education and I. Moreover, I review how my story recurs in social context and understand how these experiences are influenced by politics, economics and culture of Taiwan. In the end, during the process of writing and re-understanding, the “identity crisis” which influences entire of my life was explored. There are fallowing findings in the research: first, although grandfather, father and I are in different ages and tramp in different situations but we create the same image named “endeavor.” Second, in the process of seeking a job as a teacher, the feelings of “not good enough” are the key to push myself to move forward. Those feelings originate from insufficient experience, inadequate ability, being a non-major related student, and being a private university student. Third, the process to become a teacher including from Secondary Education Program, Teacher Certification to Teacher Recruitment seemingly looks like a standard operating process. However, it exists some cracks. Namely, others attribute the failure in the teacher recruitment to lack of efforts, and they also reproduce its hidden ideology. Fourth, before and during the process of writing, I believe myself as a vagrant feeling unfair and painful. However, through the development and the advance of the research, I gradually discover the power of vagrancy as well as the subjectivity emerging in the process of vagrancy. Furthermore, I understand that I need to inspect my heart instead of concentrating on external accomplishment. I will retrospect what I experience and what I feel, stand firm, and step on the way toward a “vagrant” again. Key words:vagabond teachers;teacher education;narrative research