課程改革下體育教師的專業認同

A teacher’s reaction to education change is highly relevant to his/her professional identity, which is also considered the product of the teacher’s involvement in the changing process. Purpose: To investigate physical education (PE) teachers’ response to curriculum reform and the development of their professional identity. Method: this study employed qualitative methods. Six junior high school PE teachers, who had involved in the implementation of new curriculum, were selected through purposive sampling. Data were collected by following a life history approach and analyzed by using grounded theory methods. Results: Firstly, it could be argued that PE teachers’ professional identity (a) was formed throughout their personal life, in particular, their outstanding performance in sports and positive experiences in PE lessons; (b) was formed since their pre-service teacher training, especially for those who were student athletes; (c) was influenced by their role model teachers. Secondly, the PE teachers’ response to curriculum reform were featured in the following ways: (a) while encountering educational reform, those PE teachers struggled for not the pressure but the loneliness of innovation. (b) Conflicts of professional identity and the interpretation of appropriate teaching methods were found between teachers. (c) Teachers’ continuing professional development (CPD) helped them to coordinate their own conflicting professional identity when facing curriculum change. (d) Within the current limitation and support, the PE teachers believed it was necessary for them to keep up with the educational trend. Conclusions: It could be argued that a positive perception of teacher professional identity was determined by positive self-awareness, quality teacher education and PE learning experiences. In addition, role model teacher in different stages of their life was a key factor to the PE teachers’ professional identity. The conservative working environment appeared to be a key obstruction of innovation, and therefore CPD could be an effective means for keeping their professional identity in line with the curriculum change. Suggestions: It could be argued that a profound understanding of how teachers’ professional identity was formed may indicated a pathway to overcome obstruction in the education setting. Effective CPD had the potential to support the development of positive perception of teacher professional identity.