終身講台在何處?——流浪教師的困境與可行解方

Abstract

本文關注新課綱上路與少子化現象加劇後，流浪教師生命歷程遭遇的困境與可行解方。受訪個案以流浪教師佔比最高的中學代理代課教師為對象，從不同年齡、性別、家庭環境，呈現這群職涯不安定工作者的生命經歷。 文中主軸環繞「成年初顯期」對流浪教師造成的影響，這群教師們由於年年漂泊、薪資結構不穩定、表現不符原生家庭期望，以致於成家立業年紀不斷往後延、自我懷疑、心理疾病接踵而至，在自我分化過程中受阻，脫離不了對原生家庭的依附，以致於無法理性運用情感與支配生活。 報導主要回答兩大問題，ㄧ、流浪教師在職場與日常生活上，經歷哪些不敢訴說的陰影？對身心靈帶來哪些影響？ 二、不想再流浪的教師做了哪些嘗試？生命歷程如何發展？ 本報導中，共有二十位現任或曾任流浪教師的教育工作者現身說法，加上筆者自身也曾是流浪教師，實際呈現離開教育圈後，由一名流浪教師轉行成為一名記者的心路。透過本深度報導個案的親身經歷，希望能提供正在流浪、或是想投入教師道路的讀者更多參考方向，也能讓流浪教師的家人朋友、教育圈外的讀者，一探教師缺額一位難求下，流浪教師們對教育志業的努力與堅毅。

The in-depth report thesis seeks to examine the predicament and probable solutions of substitute teachers nowadays. Teachers without permanent positions often suffer from health problems, depression and the postponement of marriage, which lead to the unsolved emerging adulthood. Substitute teachers who go through the age of “feeling in between”, are in the period of emerging adulthood. This term is used to describe a phase of development from ages 18 to 25, between adolescence and childhood, which present the struggles of these teachers leading wandering lives. The report aims to answer two main questions: (1) What traumatic events have happened to substitute teachers? (2) What advice can be given to substitute teachers who are willing to make career shift? When birth rate declines, the Curriculum Guidelines of 12-Year Basic Education General Guidelines have been announced, permanent positions of teachers would only decrease, leading to increasing numbers of substitute teachers. Through the in-depth interviews with substitute teachers, family members and experts, this report provides further evidence and suggestions to readers who aim to become teachers. The emerging adulthood experience of substitute teachers also present the unknown stories to readers outside educational realm.