| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系在職進修碩士班 === 97 === This study adopted the narrative inquiry approach and recounted teachers’ stories. The purpose of this study was to explore the transformation of the teachers’ role identity, to understand the struggle between the education ideal and reality, and to analyze how I enhanced self reflections through the interactive narrative inquiry with the teacher community and how they supported me in teaching praxis.
The study explored the teachers’ role identity through the interactive narrative inquiry. I invited four members of the teacher community to undertake the interactive narrative inquiry. We focused on the topic of the things which happened in my teaching life and had huge influence. And we also described them under the reality in order to under the teachers’ role identity.
Teachers’ role identity is a continuous process. In the process, what the teacher encounters and the interaction with the teacher community influenced the teacher’s behavior. The role identity of teachers begins from their learning experience, teacher cultivation, trainee teacher, to formal teachers. Each stage has its influential factors and interacts the teachers’ role identity. The teachers’ role identity lingered between the changed and unchanged teaching principles and situations. Through the interactive narrative inquiry with the teacher community, I re-conceptualized the meaning of the difficult situation I encountered in my teaching career. The reflection strengthened my identity of teacher role, empowered me to transfer the education theory into practice.
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