Started from A Homeroom Teacher’s Self-narrative: A Six-Year Journey of Pursuing a Teacher’s Belief From a Biology Teacher

• Main Authors: Tsai-Chih Lin, 林才智
• Other Authors: Li-Jiun Wu
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/20124359839349343295

碩士 === 國立臺北教育大學 === 教育學系教育創新與評鑑碩士班在職專班 === 102 === This thesis is a self-narrative from a biology teacher. It all originated from the pressure and astonishment I had while being a teacher since it brought me the confusion toward the real-world educational phenomenon. To think of the reason of being shocked from the reality, it is caused neither by teaching nor being a school administrator. Being a homeroom teacher for the first time compelled me to examine what my teacher’s belief and my teacher’s role are. Furthermore, I also searched for the influences that I inherited from my own teachers through different stages of my school days. After completing the 3-year journey as a homeroom teacher, I was assigned to an administrative position - the chief of facilities. Although the confusion from being a homeroom teacher still remained in my mind, I started changing my viewpoints when I looked back the conflicts I had with my homeroom students. Therefore, the confusion regarding how a teacher should get along with students was piled up in addition to the extra influences from the revolution of education system and the educational environment. At the final stage of this thesis, my daughter was born and I have an additional role as a father. With various roles upon me, I failed to realize what teacher’s belief I am pursuing. During the first two years as a homeroom teacher, I simply focused on pursing a teacher’s belief about how to discipline students. I tried to find out the boundary which lies in between the family and the school education and figured out how to be a teacher under the educational circumstances of forbidden corporal punishment, low birth rate, the changes of students’ learning motivation, the concerns of excessive teachers, and the increase of the new Taiwanese children. However, as my transition of working as the chief of facilities, I turned to pay attention to the odd phenomenon of the education system because of the discovery of various educational beliefs held by different people. The excellent achievement I obtained during my school years was unable to enable me to help the students. This made me wonder whether the school system becomes a maker of bureaucratic system. In the process of reflecting this phenomenon, I tried to use Bourdieu’s theory, Cultural Reproduction, to examine the education phenomenon. I then started to use different perspectives to overlook those students who had the conflicts with me before and adopted Bourdieu’s theory to view this phenomenon. This forced me to compromise with the previous me, who worked as a homeroom teacher, and lead to a new belief for being a teacher. Although I have changed my viewpoint while searching for my inner self, being a biology specialist teacher at the same time also enabled me to view the current education phenomenon via biological viewpoints and provide further explanation. At the last stage of the journey of pursuing teacher’s belief, I became a father. A brand new teacher’s belief as well as perspective has formed owing to my education belief integrated with the roles of a homeroom teacher, an administrator, a biology specialist teacher and a father. This self-narrative is not written chronically. Instead, it began with the problematic scenario. This self-narrative only represented my personal experiences and was a record of the formation of my own teacher’s belief from the past 6-year journey. If it can help any future-to-be teachers, it will be the biggest achievement I have from writing this thesis.