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題名 | 師資培育制度變革下職前教師的專業認同=The Professional Identity of Pre-service Teachers in a Changing Teacher Education |
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作者 | 孫志麟; Sun, Chih-lin; |
期刊 | 臺灣教育社會學研究 |
出版日期 | 20011200 |
卷期 | 1:2 2001.12[民90.12] |
頁次 | 頁59-89 |
分類號 | 522.4 |
語文 | chi |
關鍵詞 | 專業認同; 師資培育; 職前教師; Professional identity; Teacher education; Pre-service teacher; |
中文摘要 | 一系列的教育改革運動中,師資培育的改革已成為眾所關注的焦點,同時肯定教師在這個改革過程中所扮演的關鍵角色。而教師養成階段的教育,則是促進職前教師專業認同的主要過程。本研究針對台灣師資培育制度變革下,職前教師的專業認同進行探究。首先引用文獻,界定「專業認同」,並指出教師專業認同與專業發展有一定的關係。接著,以 41 位職前教師為對象進行半結構式的問卷調查,藉以瞭解台灣職前教師專業認同的狀態,並試圖對這樣的情形加以解釋。研究發現:大多數職前教師尚能肯定教學專業的理念及價值,同時也能體認教師的專業角色,但對於教學專業知識體系則有所質疑。職前教師專業認同的形成與發展,深受個人信念及能力判斷、教育政策的不確定性、師資培育的課程與教學、以及社會價位觀念等多重因素的影響。這些影響因素如未能適時予以轉化,實在很難為師資培育教育創造生機。 |
英文摘要 | The education reform movement has turned its attention to teacher education in recognition of the key role played by teachers. It is important that teacher preparation programs be designed to promote the process of professional identity formation in pre-service teachers. This study describes the professional identity of pre-service teachers in a changing teacher education in Taiwan. The factors related to the process of professional identity development are also examined. Forty-one participants selected purposely from one college for teacher education completed semi-structural questionnaires. Results showed that the majority of participants had achieved occupational identity yet still engaged in professional exploration. The following perceived factors limited advancement to professional identity; personal beliefs and efficacy judgment, the uncertainties of educational policy, curriculum and teaching for teacher education institution and the social value. Implications for enhancing pre-service teachers’ professional identity are also discussed. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。