- 研究生：黃崇劭
- 論文名稱：從免洗筷變鐵飯碗— 國小代理教師的身分認同與轉變
- 指導教授：葉欣怡
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關鍵字：代理教師、教育體制、身分認同
- 論文中文摘要
代理教師與正式教師的「鐵飯碗」性質不同，代理教師的聘期是一年一聘，隔年能不能被留用全憑學校決定，且聘約中往往又存在無條件解聘條款，使得代理教師在校園裡宛如「免洗筷」、「臨時工」一般。雖然表現優異，受到學校信賴的代理教師可能會成為學校的「救火隊」，受校內教師請託支援學校教師人力。但與正式教師相比，代理的這種不穩定的工作特性，往往讓代理教師們煩惱自己該何去何從。因此在對於自己是否是一位「教師」的想法認同上，與正式教師有些許差異。
在本研究中發現，代理教師即使身處次等的環境中，仍十分認同自己身為「教師」的身分。但儘管如此，代理教師還是會把自己定位為「代理」，只是臨時的、低人一等的。不過當代理教師成功轉正成為正式教師後，普遍都會出現社會心理學中所說的「為自己的苦難辯護」的現象，認為代理時所經歷的經驗，都是日後成為正式教師的養分。可能以自身的行動改變了先前的態度，認為辛苦的過去造就了美好的現在及未來，強化了教師身分的認同，並對自己更有自信了。
- 論文英文摘要
Surrogate teachers are often seen in the current Taiwan education scene. They bear the same responsibilities and obligations as formal teachers, but enjoy less rights and treatment than formal teachers. The current situation of being surrogate teachers is that they are in the same workplace as formal teachers, doing almost the same job, but they can only enjoy treatment like second-class citizens.
The nature of the "iron rice bowl" of surrogate teachers is different from that of formal teachers. The employment period of surrogate teachers’ working contract is once a year. Many people describe the surrogate teachers is regarded as "disposable chopsticks" and "temporary workers" in the educational system. Although the performance is excellent, the surrogate teachers who are trusted by the school may become the school's "fire brigade", entrusted by the teachers in the school to support the school's teacher manpower. However, compared with formal teachers, the unstable working characteristics often make them worry about what to do. Therefore, there is a slight difference in the identification of whether the surrogate teachers are "teachers" with those formal teachers.
In this study, it was found that surrogate teachers still strongly identified themselves as "teachers" even in inferior environments. But despite this, surrogate teachers will still position themselves as "a temporary existence.". However, when a surrogate teacher successfully becomes a full-time teacher, the phenomenon of "justifying one's own suffering" that social psychologists delineate, thinking that the experiences experienced when acting as a surrogate teacher is the “nutrient” for becoming a fulltime teacher in the future. Maybe these social actors change their previous attitude through their own actions, thinking that the hard past has created a beautiful present and future, strengthened the identity of the surrogate teacher, and became more confident in themselves.
