| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 106 === This study aims to understand the advisory group member’s professional identity on the issue of gender equality. This study further discusses the work and tasks of the members in advisory groups, and also the difficulties and adaptive strategies when advisory group members promoted issues of gender equality education.
To achieve these purposes, this study adopted case study approach, and the data were collected through interviewing and document analysis. The subjects were members of compulsory education advisory groups of elementary school level in five counties and cities, and they were selected through purposive sampling. This study examines why they join in the advisory groups, and further explores the obstacles they faced and the strategies they adopted.
The study discovers that the work of advisory group members included administration, curriculum and teaching. Although undertaking these tasks was intricate, it helped to position their professional role, and the characteristic they possess was also helpful for building the identification of gender issue profession. The acuity of advisory members was raised after joining in the advisory groups; their perception of gender issue was awakened, and they expected to advance their own profession on gender equality. When encountering difficulties, advisory group members would develop the adaptive strategies on their own, and further enhanced their professional identification of gender equality education and their own roles of being advisory members.
Based on the above conclusions, this study provides concrete advice and reference for members and compulsory education advisory group on the issue of gender equality education. This study also serves as reference for future research
Key words: issues of gender equality education, compulsory education advisory group, professional identity
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