The Critical Discourse Analysis of the Teachers In--Service Education / Training Research

• Main Authors: Tzu-chieh Chen, 陳姿潔
• Other Authors: Feng-shan Su
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/82074150010530495102

碩士 === 南華大學 === 教育社會學研究所 === 96 === 　　After the announcement of the Teacher''s Nurtured Law (TNL), about the discussion of the Teachers In-Service Training was started. The relevant research of the Teachers In-Service Training, including journals, papers, or even Act regulations, that were perhaps represents the universal acceptance of the "official discourse ", but does not totally reflect the true social situation. The discussion of the Teachers In-Service Training is a text, which is also the representation of ideology and power relationship. So this study aims to use the critical discourse analysis to discuss the discourse of the Teachers In-Service Education Training that does it has what kind of ideology and prejudice, and how does it was put into the teacher practice and social context. 　　 　　The comprehensive analysis of study has the following conclusions: 1. The relevant research of the Teachers In-Service 　　 Training, that as preferred discourses of specific knowledge. 2. The relevant research of the Teachers In-Service Training, which includes ideology and various forms of exclusion and inclusion. 3. The value of preferred discourses of the Teachers In-Service Training, which consolidates the image of the teaching profession and identity.