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來源資料
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題名 | 小學教師理想角色與實際角色知覺差距之探討--一個Q分類及晤談研究報告=The Discrepancy of Elementary School Teachers' Role Perception--A Q-Sort and Interview Study |
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作者 | 郭丁熒; Guo, Ding-ying; |
期刊 | 臺南師院學報 |
出版日期 | 19960600 |
卷期 | 29 1996.06[民85.06] |
頁次 | 頁1-44 |
分類號 | 523.35 |
語文 | chi |
關鍵詞 | 小學教師; |
中文摘要 | 本研究以郭丁熒(民85)所建構之「教師理想角色與實際角色差距模式」為基礎,以國立臺南師範學院學生、及畢結業學生共十三位為對象,兼採Q分類及晤談研究法來蒐集資料,以探小學教師理想角色知覺與實際角色知覺差距之現況及其相關因素。研究結果發現: (一)、小學教師理想角色知覺與實際角色知覺之差距,是以「超過」、「一致」、及「不足」等三種現象存在。在強迫記分下,仍以「實際角色知覺『不足』理想角色知覺」之情形較多;「實際角色知覺『超過』理想角色知覺」次之;而「實際角色知覺與理想角色知覺『一致』」最少。(二)、就教師角色知覺各層面來看,在強迫記分下,「學生管理與輔導」及「教育專業」乃為小學教師實際角色知覺「不足」理想角色知覺差距較大之層面;而「教師權利與義務」與「教學」則是實際角色知覺「超過」理想角色知覺之層面;至於「教師個人特質」及「教師人際關係」則是理想角色知測與實際角色知覺「較一致」之層面。(三)、小學教師所知覺到造成其理想角色與實際角色知覺差距之原因,以外在情境因素居多。而縮知理想角色與實際角色知覺差距之原因,則以個人層面居多。所以,造成教師理想角色與實際角色知覺差距的相關因素,往往與一體兩面。當是負面時,則為阻力;當為正面時,則為助力。尤如師資培育機構或任教學校等因素,更是如此。(四)、教師理想角色知覺與實際角色知覺差距之相關因素,大都臺以依建構「教師理想角色與實際角色差距模式」之理論基礎的觀點來解釋。惟教師因個人經驗的累積與反省,而使理想與實際角色知覺之差距得以拉近之現象,則需再擴充該模式的理論機礎方能加以解釋。(五)、「教師理想角色與實際角色差距模式」臺用來說明小學教師角色知覺差距之現象,其理論基礎之觀點雖有說明教師角色知覺差距之原因,尚需再補強與建構,方臺作較周延之解釋。最後,根據本研究所獲得之結論及所呈現之問題,提出建議以供教育行政機關、師資培育機構、小學小學教師、及未來研究之參考。 |
英文摘要 | The discrepancy between the ideal and real teacher role perception in current elementary school and the related factors of this discrepancy were investigated based on the model of teacher role discrepancy constructed by Ding-Ying Guo in 1996. thirteen subjects who were students or graduated students of National Tainan Teachers College were surveyed by the methods of Q-sort and interview. It is found that: 1.the value of discrepancy was usually negative, and positive or zero values were seldom found. 2.the teacher role perceptions having larger magnitude in negative discrepancy were "management and guidance for student "and " professionaliam", however the real teacher role pereptions in "teachers' personal trait "and" teachers'human relationship" were nearly in accordance with the ideal teacher role perceptions. 3.the origins causing the role discrepancies were usually the external context factors, and the personal factors were the origins shorting the teacher role discrepancy. 4.the relative factors of the discrepancy of teacher role perception could be explained by the model constructed by Ding-Ying Guo in 1996, except the factor of decreasing the teacher role discrepancy by accumulative experiences and self-reflection. The suggestions to the agency of educational administration, teachers colleges, elementary schools, elementary school teachers, and further researches were also proposed. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。