| Summary: | 碩士 === 國立臺灣師範大學 === 課程與教學研究所 === 106 === The purpose of this study is to explore the development of elementary school substitute teacher’s professional identity.
In this study will use qualitative research, case study, through a semi-structured interview with three elementary school substitute teachers. First, teachers as a teacher of the concept of awareness, and then linked to the development of the professional identity. Finally, explores the difficulties of substitute teachers in teaching.
Students' feedback and teaching reflection will have an impact on the development of teachers' professional identity.And their personal life experience, personal beliefs in education, will also be influenced by important others, past learning experiences, and social atmosphere.According to the analysis and discussion,the following conclusions and suggestions are drawn:
Conclusions
1. Substitute teacher professional identity, integrating self-identity in teaching; Students' feedback strengthen self-worth, form and be willing to continually invest in education.
2. Teacher professional identity development is a dynamic, continuous and cyclical formation.
3. Facing the questioning of identity, upgrading the teaching profession and transforming the professional image of teachers. School administrators’s support, to help substitute teachers overcome the dilemma of professional identity development.
Suggestion
1. Teacher education curriculum emphasizes the combination of theory and practice
2. Mentor teachers’ professional training ,establish a good example of learning.
3. School workshop is close to the topic of teaching, and strengthens the teaching profession of substitute teachers. School administrators’s support, when substitute teachers face difficulties, help them overcome it.
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