The Effect of 12-Year Compulsory Education Law on Work Experience of Junior High School Tutors:The Viewpoint of Institutional Ethnography

• Main Authors: Chien Ying Wang, 王潔穎
• Other Authors: Yi Han Wang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/357w9p

碩士 === 玄奘大學 === 社會福利與社會工作學系碩士在職專班 === 102 === This thesis intends to explore the impacts to the work experience for junior high tutors imposed by 12-Year Compulsory Education Law. Thereby this thesis tries to adopt the junior high tutors as the foothold of this research, and by going through the narratives of tutors including the true experiences during their daily routines. Furthermore this thesis also employs the viewpoints of institution ethnography and analyze the experiences of disjuncture between the policy and the real work experiences. As result this thesis also explores how the system can affect the tutors, reveals what kind of format the power assumes to influence the work scenarios. This thesis points out that “12-Year Compulsory Education” is a kind of “institution” and also exhibiting a joint participated domination through national policies, discussions in this thesis, norms of the laws, school organization as well as websites. The purpose of interviewees’ subjective response for clearing the experiences of disjuncture still strengthens the rationality and existence of institution. Findings of this research are expected to call upon relevant organizations so as to having them emphasize the working interests of junior high tutors. In addition, this thesis expects the readers to empathize with the tutors but also can provide some of the experiences as reference and introspection to current teachers and the teachers to be. At last this thesis expects there would be some show-of-force to the enhancements so as to rectify the status quo.