研究以正向心理學概念貫串全文，探究國中、小教師在早期自我醞釀階段，所產生的教師自我理想，如何於進入教學現場後，透過自我建構與轉化，服膺原先的理想與初衷，達到真實的自我；研究以轉化學習理論及「忍」的自我發展與轉化觀點作為教師自我建構與轉化的理論架構。研究問題主要有二：一、探討教師自我在早期、師培、實習和新手教師階段的建構和發展內涵、二、探究教師在進入教學現場後的建構與轉化，包括轉化機制與轉化後的實踐。
研究以質性研究深度訪談法，進行敘說資料的蒐集，受訪者共 10 位，男性 3 位，女性7 位，年齡介於 25 歲至 55 歲，工作經驗 2 至 30 年。研究結果顯示，教師自我醞釀期共分為四個階段，分別為：早期的「教師自我起點」與「教師自我雛形」、師培階段中的「教師自我定向」、實習和新手教師階段的「教師自我調適」。「教師自我起點」源自於教師對自我的憧憬、家庭的羈絆與命運落點；「教師自我雛形」階段，教師開始發展出教師權責、教學信念及教師良窳判準；「教師自我定向」階段，教師開始體現自我，並且形塑教師自我之形象、進行自我視域拓展，奠定自我教學理想與未來發展方向；最後在「教師自我調適」階
段，教師體現到理想與現實自我的落差、對職場價值觀產生衝擊、進行潛規則的學習。
正式教師的自我建構與轉化主要經歷三個階段，分別為「外部規範下的自我」、「建構與重構自我」「真實教師自我」；各階段的轉化機制為:(1)從「外部規範自我」到「建構與重構自我」:反省自我、自我覺醒或立志、自我行動；(2)從「建構與重構自我」到「真實教師自我」:自我培力與自我調控。若是無法有效進行自我培力與調控的教師將會選擇「區隔自
我」，表面順從外部需要，私下在自己可以掌控的範圍內自我實踐，或者回到「外部規範下的自我」階段中。其中，個體的角色權責、組織風氣與社會環境，為激化教師自我轉化的重要外在因素。

The purpose of this study is to investigate teachers’ self-construction and transformation in their career from different perspective in term of positive psychology, transformative learning theory and ren (forbearance) and self-transformation. Two research questions were addressed. First, teachers’ self-construction in their pre-professional years would be explored. Second, teachers’ self-construction and transformation in their teaching career would be examined.
Qualitative in-depth interviews were adopted. Narrative data from 10 teachers, 3 males and
7 females, aged from 25 to 55, were collected. Their teaching seniority ranged from 2 to 30 years.The results indicated that teachers’ pre-professional years could be divided into four self-constructive phases: teachers’ self-initiation, teachers’ self-forming, teachers’ self-orientation, and teachers’ self-adjustment. In the phase of teachers’ self-initiation, these pre-teachers started to create their own self-image. In the phase of teachers’ self-forming, they developed teachers’ responsibility, value, and creteria. In the phase of teachers’ self-orientation, they realized themselves and built up their self-image as a teacher. In the phase of teachers’ self- adjustment, they underwent tremendous reality shock, leading to their learning of some unwritten rules.
Moreover, it was found that teachers’ career life could be divided into three transformative phases: self-controlled, self-construction and reconstruction, and the authentic teacher’s self. From self-controlled to self-construction and reconstruction, these experienced teachers might transform by self-reflection, self-consciousness and self-practice; while from self-construction and self-reconstruction to the authentic teacher’s self, they might transform by self-empowerment and self-regulation. Those who failed to self-empower and self-regulate would either create a facade of conformity or move back to the phase of self-controlled.
Individual role and obligation, organizational culture, and social contexts were particularly vital to teachers’ self-transformation. These findings would greatly contribute to the understanding of teachers’ self-development.

誌謝 ..................................................................................................................................................... I
中文摘要 ......................................................................................................................................... IV
Abstract .......................................................................................................................................... IV
目錄 ............................................................................................................................................. ... IV
圖目錄 ............................................................................................................................................. IV
表目錄 ............................................................................................................................................ VII
第一章 緒論 ..................................................................................................................................... 1
第一節 研究背景與重要性 .......................................................................................................... 1
第二節 研究動機 .......................................................................................................................... 3
第三節 研究目的 .......................................................................................................................... 5
第四節 研究問題 .......................................................................................................................... 5

第二章 文獻探討 ............................................................................................................................ 6
第一節 真實的自我 ...................................................................................................................... 6
第二節 自我的建構 ...................................................................................................................... 9
第三節 自我的轉化 .................................................................................................................... 16
第四節 教師自我的建構與轉化 ............................................................................................... 19
第五節 問題意識與研究架構.................................................................................................... 24

第三章 研究方法 .......................................................................................................................... 26
第一節 研究設計 ........................................................................................................................ 26
第二節 研究對象 ........................................................................................................................ 27
第三節 研究工具 ........................................................................................................................ 29
第四節 研究程序與資料分析.................................................................................................... 30
第五節 研究效度與倫理 ............................................................................................................ 32

第四章 研究結果 .......................................................................................................................... 34
第一節 早期教師自我 ................................................................................................................ 34
第二節 師培時期教師自我 ........................................................................................................ 41
第三節 實習、新手教師自我.................................................................................................... 45
第四節 正式教師自我 ................................................................................................................ 51
一、 外部規範下的自我.................................................................................................... 51
二、 外部規範到建構與重構自我轉化機制 .................................................................. 64
三、 建構與重構自我 ........................................................................................................ 71
四、 區隔自我 .................................................................................................................... 76
五、 建構與重構自我到真實教師自我轉化機制 .......................................................... 78
六、 真實教師自我 ............................................................................................................ 83
七、 外部激化轉化 ............................................................................................................ 95
第五章 研究討論與建議 ............................................................................................................ 100
第一節 研究討論 ...................................................................................................................... 100
第二節 研究建議 ...................................................................................................................... 111

附件 ............................................................................................................................................... 114
訪談大綱 .................................................................................................................................... 114
訪談同意書 ............................................................................................................................... 115
參考文獻 .................................................................................................................................... 116

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