English  |  正體中文  |  简体中文  |  全文筆數/總筆數 : 74993/106084 (71%)
造訪人次 : 19420917      線上人數 : 450
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧:
  • 您可在西文檢索詞彙前後加上"雙引號",以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋,建議至進階搜尋限定作者欄位,可獲得較完整資料
  • 進階搜尋
    請使用永久網址來引用或連結此文件: http://nccur.lib.nccu.edu.tw/handle/140.119/110721


    題名: 教師生涯使命感內涵及發展歷程
    A study of the meaning and development of teachers’ career calling
    作者: 陳立強
    Chen, Li Chiang
    貢獻者: 王秀槐
    修慧蘭

    陳立強
    Chen, Li Chiang
    關鍵詞: 生涯召喚
    生涯使命感
    中小學教師
    紮根理論
    Career calling
    Elementary and high school teachers
    Grounded theory
    日期: 2017
    上傳時間: 2017-07-03 14:47:05 (UTC+8)
    摘要: 本研究主要探究教師生涯使命感內涵及其發展歷程。研究者以立意抽樣的方式,以6位近五年獲得SUPER教師獎,且教學年資達10年以上的中小學教師為研究對象,以紮根研究的分析方法,探討研究對象的生涯發展歷程中,如何形成教師使命感,並從經驗中歸納出教師使命感內涵。
    研究結果發現教師生涯使命感為一動態發展的歷程,教師藉由自我學習與成長經驗,進而看見教學現場及教育環境的困境,在困境中看見對學生、家長、教師或整體社會帶來的影響與限制,透過自我反思辯證後,形成教師生涯使命感中的認知、情意、行動的其中一環,從其中展現韌力及經驗到意義感,進而促發新的循環。
    教師生涯使命感內涵分為三部分:(1)認知層面使命感內涵─教育理念與哲學觀;(2)情意層面使命感內涵─教師對其工作有高度的熱忱,結合個人興趣並持續投入與奉獻;(3)行動層面使命感內涵─教師以行動回應教育困境,展現在教學、與學生互動及團隊合作中。
    根據研究結果本研究將教師生涯使命感定義為教師依其教育理念與哲學觀,為回應其所經驗之教育困境而持續付諸行動、投入教育,及奉獻心力,並從工作中經驗到任教的意義感。最後,研究者依據研究之過程與結果進行討論,並提出研究限制與相關建議。
    The purpose of this study is to investigate the meaning and the development of teacher career calling. Purposive sampling was used to select six participants who have at least ten years teaching experiences and have won the SUPER TEACHER AWARD in recent five years for in-depth interviews. Qualitative and grounded theory methods were applied for data analysis to integrate the participants’ shared experiences.
    The results showed that the development of teacher career calling is a dynamic process. Such development is based on the teachers’ learning and life experiences and their perceptions on classroom conditions and the educational system. The apprehensions from students, parents, peers, and the general public on the challenges within the classroom and in the educational system significantly contributes to the development. It is through such self-reflection and the desire to make improvement that the calling of a teacher is cultivated.
    The development of the teachers’ career calling revolves around three main dimensions: (1) cognitive dimension—constructing core educational beliefs and philosophy; (2) affective dimension—integrating interests, dedications and passion for teaching; (3) action dimension— making efforts to overcome challenges through teaching, interactions with students and collaboration with other teachers.
    In summary, this study has defined and described the meaning and the process of teacher career calling. Theoretical and practical implications of the findings were further discussed.
    參考文獻: 中文部分
    丁為祥(2008)。命與天命:儒家天人關係的雙重視角。中國哲學史,2007(4),11-21。
    王玉珍(2013)。生涯發展中的靈性觀點─生涯召喚的概念與實作。生涯電子報,5,1-2。
    王玉珍(2015)。台灣成人生涯使命感量表之發展與驗證。NCDA2015。
    王秀槐(2015)。「盡人事 聽天命」:華人文化脈絡下義命觀與內外在動機對兩岸大學生科系投入與承諾的調節效果之研究。未出版研究。
    王素芸(1992)。國民中小學教師工作壓力與倦怠感之探討。教育研究雙月刊,27,16-23。
    王曉祈(2013)。花蓮縣國民小學學生學習態度與教師工作倦怠關係之研究。國立東華大學教育行政與管理學系碩士論文,未出版,臺東。
    江欣霓(2002)。國小教師工作壓力、情緒智慧與身心健康之相關研究。國立高雄師範大學教育學系碩士論文,未出版,高雄。
    何友暉、陳淑娟、趙志裕(1991)。關係取向:為中國社會心理方法論求答案。中國人的心理與行為。臺北:桂冠圖書公司,49-66。
    吳芝儀、李奉儒譯(1995)。質的評鑑與研究。臺北:桂冠。
    李月娥(2002)。慈濟教師應用靜思語教學實施生命教育之質性研究─以台北市一所國民小學為例。臺北市立師範學院國民教育研究所碩士論文,未出版,臺北。
    李依晃(2008)。教師宗教信仰影響道德教學觀念之探究—以基督教與佛教兩名國中教師為例。國立臺灣師範大學公民教育與領導學系在職進修碩士班碩士論文,未出版,臺北。
    李清偉(2013)。讓十二年國教邁向成功。臺灣教育評論月刊,2(3),60-62。
    林幸台、田秀蘭、張小鳳、張德聰(2010)。生涯輔導。臺北:心理出版社。
    林梅琴(2012)。教師熱情與教育使命感對師資培育的意義. 台灣教育,676,2-9。
    金樹人(2013)。生涯諮商與輔導(重修版)。臺北:東華。
    袁莉(2001)。人文視野下的教師角色轉換。四川師範大學文學院碩士論文,未出版。
    張春雨, 韋嘉, & 張進輔(2012)。Calling 與使命:中西文化中的心理學界定與發展。華東師範大學學報:教育科學版,30(3),72-77。
    張淑玫(2009)。國小教師工作熱情、熱情態度、熱情效應之關聯性分析。中華大學經營管理研究所碩士論文,未出版,新竹。
    教育大辭書(2000)。生涯輔導。2017年3月15日取自http://terms.naer.edu.tw/detail/1304172/
    教育部(2011)。十二年國民基本教育實施計畫。2015年12月20日取自http://12basic.edu.tw/Detail.php?LevelNo=38
    梁福鎮(2006)。我國教師專業發展的現況、問題與對策。教育科學期刊,6(2),77-90。
    許炳煌、何齊心(2015)。教與學:一位英語老師專業成長的歷程。國民教育,55(2), 51-59。
    郭俊賢、陳淑惠譯(2000)。多元智慧的教與學。臺北:源流。
    陳向明(2002)。社會科學質的研究。臺北:五南。
    陳向明(2002)。教師如何作質的研究。臺北:洪葉文化。
    陳秀玉(2009)。高自我導向學習傾向教師進行終身學習對自我成長的影響─以宜蘭縣黑皮國民小學為例。佛光大學社會教育學研究所碩士論文,未出版,宜蘭。
    陳慧淑(2011)。代理代課教師生涯發展與生命意義感之探究。樹德科技大學兒童與家庭服務系碩士論文,未出版,高雄。
    陳瑩如(2015)。組織氣候、工作壓力與離職傾向關聯性之研究─以高雄市私立高職為例。國立高雄師範大學事業經營系碩士論文,未出版,高雄。
    黃火炎(2010)。國民中學教師工作價值觀、專業承諾與學校效能關係之研究─以大高雄地區為例。國立高雄師範大學教育學系碩士論文,未出版,高雄。
    黃光國(2009)。儒家關係主義:哲學反思、理論建構與實徵研究。臺北:心理出版社。
    黃光國(2011)。心理學的科學革命方案。臺北:心理出版社。
    黃光國、黃俊傑(2002)。從社會心理的角度看儒家文化傳統的內在結構。傳統中華文化與現代價值的激盪與調融(一)。北京:社會科學文獻出版社,129-161。
    黃菀榆(2013)。桃園縣國民小學教師工作生活平衡對工作倦怠之影響─以社會支持為調節變項。私立元智大學管理碩士在職專班碩士論文,未出版,桃園。
    楊婷喬(2014)。歷史脈絡下臺灣師資培育制度與理想教師特質轉變之研究。國立臺南大學教育學系課程與教學研究所碩士論文,未出版,臺南。
    葉蕙芬(2009)。國小優良教師素質指標建構與實證之研究。臺北市立教育大學教育學系博士論文,未出版,臺北。
    葉麗錦(2010)。國小教師專業發展評鑑指標建構之研究─以儒家教育思想為核心。國立屏東教育大學教育行政研究所博士論文,未出版,屏東。
    臺北市教師職業工會(2016)。台北市教師職業工會新聞稿─105年度台北市SUPER教師獎結果出爐。2016年11月15取自http://www.ttu.org.tw/news/taibeishijiaoshizhiyegonghuixinwengao-105niandutaibeishisuperjiaoshijiangjieguochulu
    劉佳玲(2010)。戰後臺灣師範生「教師使命」形塑─從薰陶到自覺(1950-1970)。臺北市立教育大學課程與教學研究所碩士論文,未出版,臺北。
    潘淑滿(2003)。質性研究:理論與應用。臺北:心理。
    蔡明芳(2008)。音樂教師反思歷程探討─以高雄縣六位國民小學音樂教師為例。國立臺南大學音樂學系音樂教學碩士班碩士論文,未出版,臺南。
    蔡雅怡(2003)。私立中學教師的身心勞動─以H中學為例。南華大學教育社會學研究所碩士論文,未出版,嘉義。
    鄭意茹(2015)。成為一位教師的使命感之敘說研究─以曾是代理身分之教師為例。國立臺北教育大學心理與諮商學系碩士班碩士論文,未出版,臺北。
    賴威岑(2002)。臺灣地區中小學教師心理幸福特質之探討─與其他職業做比較。臺東師範學院教育研究所碩士論文,未出版,臺東。

    英文部分
    Allan, B. A., & Duffy, R. D. (2013). Calling, goals, and life satisfaction: A moderated mediation model. Journal of Career Assessment, 22(3), 451-464.
    Bellah, R. N., Madsen, R., Sullivan, W. M., Swidler, A., & Tipton, S. M. (1985). Habits of the heart. New York: Harper & Row.
    Berg, J. M., Grant, A. M., & Johnson, V. (2010). When callings are calling: Crafting work and leisure in pursuit of unanswered occupational callings. Organization Science, 21(5), 973-994.
    Bunderson, J. S., & Thompson, J. A. (2009). The call of the wild: Zookeepers, callings, and the double-edged sword of deeply meaningful work. Administrative science quarterly, 54(1), 32-57.
    Cardador, M. T., Dane, E., & Pratt, M. G. (2011). Linking calling orientations to organizational attachment via organizational instrumentality. Journal of Vocational Behavior, 79(2), 367-378.
    Charmaz, K.(2000). Grounded theory: objectivist and constructivist methods. In N. K. Denzin & Y., S. Lincoln (eds.), Handbook of qualitative research.(2nd ed). Thousand Oaks, Calif. : Sage.
    Cruickshank, D. (1985). Uses and benefits of reflective teaching. Phi Delta Kappan, 66(10), 704-706.
    Dalton, J. C. (2001). Career and calling: Finding a place for the spirit in work and community. New directions for student services, 2001(95), 17-25.
    Davidson, J. C., & Caddell, D. P. (1994). Religion and the meaning of work. Journal for the scientific study of religion, 135-147.
    Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research. Sage.
    Dewey, J. (1933). How we think. Chicago: Henry Regnery.
    Dik, B. J., & Duffy, R. D. (2009). Calling and vocation at work: Definitions and prospects for research and practice. The Counseling Psychologist, 37(3), 424-450.
    Dik. B. J., & M. F. Steger (2008). Randomized trial of a calling-infused career workshop incorporating counselor self-disclosure. Journal of Vocational Behavior, 73, 203-211.
    Dobrow, S. (2004). EXTREME SUBJECTIVE CAREER SUCCESS: A NEW INTEGRATED VIEW OF HAVING A CALLING. In Academy of Management Proceedings (Vol. 2004, No. 1, pp. B1-B6). Academy of Management.
    Dobrow, S. R., & Tosti-Kharas, J. (2012). Listen to your heart? Calling and receptivity to career advice. Journal of Career Assessment, 1069072711434412.
    Domene, J. F. (2012). Calling and career outcome expectations: The mediating role of self-efficacy. Journal of Career Assessment, 1069072711434413.
    Douglass, R. P., & Duffy, R. D. (2015). Calling and career adaptability among undergraduate students. Journal of Vocational Behavior, 86, 58-65.
    Duffy, R. D., Allan, B. A., & Bott, E. M. (2012). Calling and life satisfaction among undergraduate students: Investigating mediators and moderators. Journal of Happiness Studies, 13(3), 469-479.
    Duffy, R. D., Allan, B. A., & Dik, B. J. (2011). The presence of a calling and academic satisfaction: Examining potential mediators. Journal of Vocational Behavior, 79(1), 74-80.
    Duffy, R. D., Allan, B. A., Bott, E. M., & Dik, B. J. (2014). Does the source of a calling matter? External summons, destiny, and perfect fit. Journal of Career Assessment, 22(4), 562-574.
    Duffy, R. D., Dik, B. J., & Steger, M. F. (2011). Calling and work-related outcomes: Career commitment as a mediator. Journal of Vocational Behavior,78(2), 210-218.
    Farber, B., & Miller, J. (1981). Teacher burnout: A psycho-educational perspective. The Teachers College Record, 83(2), 235-243.
    Fuller, F. (1975). Brown, O.(1975). Becoming a teacher. Teacher education, 25-52.
    Gardner, H. (1983). Frame of Minds: The theory of multiple intelligences. New York: Basic Books.
    Ginzberg, E., Ginsburg, S. W., Axelrad, S., & Herma, J. (1951). Occupational choice: An approach to a general theory. New York: Columbia University Press.
    Glaser, B., G.,& Strauss, A., L.(1967). The discovery of grounded theory. Chicago:Aldine.
    Gore, J. M., & Zeichner, K. M. (1991). Action research and reflective teaching in preservice teacher education: A case study from the United States. Teaching and teacher education, 7(2), 119-136.
    Hagmaier, T., & Abele, A. E. (2012). The multidimensionality of calling: Conceptualization, measurement and a bicultural perspective. Journal of Vocational Behavior, 81(1), 39-51.
    Hall, D. T., & Chandler, D. E. (2005). Psychological success: When the career is a calling. Journal of Organizational Behavior, 26(2), 155-176.
    Hirschi, A. (2011). Callings in career: A typological approach to essential and optional components. Journal of Vocational Behavior, 79(1), 60-73.
    Hirschi, A. (2012). Callings and work engagement: moderated mediation model of work meaningfulness, occupational identity, and occupational self-efficacy. Journal of counseling psychology, 59(3), 479.
    Holland, J. (1973). Making vocational choices: A theory of career. Englewood Cliffs, NJ: Prentice-Hall.
    Kalker, P. (1984). Teacher Stress and Burnout: Causes and Coping Strategies. Contemporary Education, 56(1), 16-19.
    Killen, L. R. (1989). Reflecting on reflective teaching: A response. Journal of Teacher Education, 40(2), 49-52.
    Krumboltz, J. D. (1979). A social learning theory of career decision making. In A. M. Mitchell, G. B. Jones, & J. D. Krumboltz (Eds.), Social learning theory and career decision making (pp. 19-49). Cranston, RI: Carroll.
    Lent, R. W., Brown, S. D., & Hackett, G. (1996). Career development from a social cognitive perspective. In D. Brown & L. Brooks (Eds.), Career choice and development (pp. 373-422). San Francisco: Jossey-Bass.
    Lovat, T. J., & Smith, D. L. (1991). Curriculum: Action on reflection. Social Science Press.
    Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implication for cognition, emotion and motivation. Psychological Review, 98, 224-253.
    Markus, H. R., & Kitayama, S. (1994). A collective fear of the collective: Implications for selves and theories of selves. Personality and Social Psychology, 20(5), 568-579.
    McLeod, J. (2006). 諮商與心理治療質性研究 (連廷嘉、徐西森譯)。臺北:心理出版社。(原著出版於2000年)
    Oates, K. L., Hall, M., & Anderson, T. L. (2005). Calling and Conflict: A Qualitative Exploration of Interrole Conflict and the Sanctification of Work in Christian Mothers in Academia. Journal of Psychology and Theology, 33(3), 210.
    Parsons (1909). Choosing a vocation. Boston, MA: Houghton Mifflin.
    Peterson, C., Park, N., Hall, N., & Seligman, M. E. (2009). Zest and work. Journal of Organizational Behavior, 30(2), 161-172.
    Praskova, A., Hood, M., & Creed, P. A. (2014). Testing a calling model of psychological career success in Australian young adults: A longitudinal study.Journal of Vocational Behavior, 85(1), 125-135.
    Savickas, M. L. (1994). Vocational psychology in the postmodern era: Comment on Richardson (1993). Journal of Counseling Psychology, 41, 105-107.
    Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
    Serow, R. C. (1994). Called to teach: A study of highly motivated preservice teachers. Journal of Research and Development in Education, 27, 65–72.
    Smith, J. A. (2006). 質性心理學:研究方法的實務指南 (丁興祥、張慈宜、曾寶瑩等譯)。臺北:遠流。(原著出版於2003年)
    Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13, 249–275.
    Steger, M. F., Pickering, N. K., Shin, J. Y., & Dik, B. J. (2010). Calling in Work Secular or Sacred? Journal of Career Assessment, 18(1), 82-96.
    Super, D. E. (1957). The psychology of careers. New York: Harper & Row.
    Super, D. E. (1976). Career education and the meaning of work: Monographs on career education. Washington, DC: The Office of Career Education, USOE.
    Super, D. E. (1981). Approaches to occupational choice and career development. In A. G. Watts, D. E. Super & J. M. Kidds, (Eds.), Career development in Britain. Cambridge: Hobsons.
    Treadgold, R. (1999). Transcendent vocations: Their relationship to stress, depression, and clarity of self-concept. Journal of Humanistic Psychology, 39, 81–105.
    Valli, L. (1992). Reflective teacher education: Cases and critiques. Suny Press.
    Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum inquiry, 6(3), 205-228.
    Weiss, J. W., Skelley, M. F., Haughey, J. C., & Hall, D. T. (2004). Calling, new careers and spirituality: A reflective perspective for organizational leaders and professionals. Spiritial intelligence at work: Meaning, metaphor, and morals, 175-202.
    Wrzesniewski, A. (2003). Finding positive meaning in work. Positive organizational scholarship, 296-308.
    Wrzesniewski, A., Dekas, K., & Rosso, B. (2009). Callings. In S. Lopez & A. Beauchamp (Eds.), Encyclopedia of positive psychology. Oxford, UK: Blackwell.
    Wrzesniewski, A., McCauley, C., Rozin, P., & Schwartz, B. (1997). Jobs, careers, and callings: People's relations to their work. Journal of research in personality, 31(1), 21-33.
    Zhang, C., Dik, B.J., Wei, J., & Zhang, J. (2015). Work as a calling in China: a qualitative study of Chinese college students, Journal of Career Assessment, 23 (2), 236-249.
    Zhang, C., Herrmann, A., Hirschi, A., Wei, J., & Zhang, J. (2015). Assessing calling in Chinese college students: development of a measure and its relation to hope”, Journal of Career Assessment, 23(4), 582-596.
    描述: 碩士
    國立政治大學
    輔導與諮商碩士學位學程(MPCG)
    101172010
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0101172010
    資料類型: thesis
    顯示於類別:[輔導與諮商碩士學位學程] 學位論文

    文件中的檔案:

    檔案 大小格式瀏覽次數
    201001.pdf2245KbAdobe PDF0檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    社群 sharing

    著作權政策宣告
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋