The Silent Tactics─The Self-narrative in the Practice of Everyday Life of a Reserve Teacher

• Main Authors: Wu, Chewei, 吳哲維
• Other Authors: 劉育忠
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/05559324728660075756

碩士 === 國立屏東教育大學 === 教育學系碩士班 === 101 === The study bases on the assumptions the key factors of being an excellent teacher must integrate his personality, teacher’s identity, and the self-expectations of the teacher imagine for future. In this study, the researcher uses the self-narrative to describe the interactive of “the practice of everyday life” between Education and the researcher. Meanwhile, through the theory of de Certeau, the study describes the “tactics” the researcher used to respond to the “strategies” of Education and the teacher training education in the researcher’s life; furthermore, to understand what the “strategies” the researcher perceived were. By reviewing the 115 life events in the researcher’s pre-school, elementary school, junior high school, senior high school, university and the teacher training education life, the study finds that it highlights the reality of “strategies” of education and the teacher training education is difficult to be identified by seizing the “silent tactics”. For a teacher, understanding the “strategies” he perceived and comprehended in the past is more important than chasing the “reality” of “strategies”, since the “strategies” the teacher perceived and comprehended had became a part of his life, they procured what the kind of teacher he wants to be. The study concludes that “ the features emerged from the theory of de Certeau through the glass of self-narrative”, “the contribution that the theory of de Certeau been brought to Educational research”, and “the narrator has his stage through narrative”. Finally, the researcher hopes arouse some reflections to Education and the teacher training education system in this study.