頁籤選單縮合
題 名 | 年紀有差嗎?來自30歲左右師培研究生們選擇進入教師職涯的省思=Age Matters? Insights from Mature Graduate Students in Their 30s in Teacher Education |
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作 者 | 江淑真; | 書刊名 | 高雄師大學報. 教育與社會科學類 |
卷 期 | 38 2015.06[民104.06] |
頁 次 | 頁69-91 |
分類號 | 522.4 |
關鍵詞 | 年紀較大師培生; 師資培育; 師培政策; Mature students; Teacher education; Teacher education policy; |
語 文 | 中文(Chinese) |
中文摘要 | 根據國內外實徵研究發現,比起年紀輕的同儕,多數年紀較大者,較具有適合從事教職的社會心理特質。為了解這群師培生們,如何看待自我進入教職的選擇,且年歲的增長,如何與其教學的相關信念與內在動機產生關聯,本研究訪談13位約30歲左右且正在修習職前師資教育的研究生。初步研究發現:這群年長師培生適合教職的社會心理特質乃植基於先前經驗與年紀帶來的成熟度,三十而立對於邁入穩定人生階段的渴望與教師職涯的契合度,以及凸顯出師資培育提供者需回應這群年長師培生需求的挑戰。正視這群年紀較大的成年人再度進入大學並修習職前師資教育的需求,預期將有效回應日前多元化且富彈性的師資培育建議走向;再者,本研究結果可供師資培育機構與教師們檢視其年長師培生的需求。文末提出對職前師資教育的相關建議。 |
英文摘要 | Learning from empirical research, mature adults have more suitable characteristics psycho-sociologically to be a teacher than their younger peers. To realize how the mature students consider their decision of entering the teaching profession, and how the increase in age is associated with their beliefs in teaching and the intrinsic motivation, this study interviewed thirteen mature teacher students in their 30s. The primary findings show: the characteristics of psycho-sociologically to be a teacher are derived from prior experiences and maturity in age, individuals at the age of 30 longing for settling down in a stable stage in life fit well with the teaching profession, and teacher education providers should respond to the need of mature students, seeing it as a challenge. It is expected to correspond to the trend of diverse and flexible teacher education effectively if we could realize the need of the group of mature adults, who decided to participate in the teaching profession. Moreover, the findings can help teacher education institutions and teacher educators review the needs of their mature enrollees. Suggestions to the teacher education were provided. |
本系統中英文摘要資訊取自各篇刊載內容。