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A Study on Senior and Vocational High School Teachers’ Cognition of Course Outline and Demand for Teaching
senior and vocational high school
health and nursing
cognition of course outline
demand for course teaching
This study aims at understanding research objects’ cognition of course outline and demand for teaching as well as other correlated factors. Purposeful sampling was used in this study, and the population was 205 health and nursing teachers of senior high schools and vocational high schools in the academic year 2010, who participated in health and nursing seminars in May 2011. By conducting self-structured questionnaire survey, data were collected from 171 teachers and response rate amounted to 83.4%. The results were summarized as follows. 1. The target group of this study was mostly full-time senior high school teachers in central Taiwan, who had health and nursing teaching certificate and had a master’s degree in nursing. They had an average of 15 years of experience in teaching military nursing and health as well as nursing curriculum, and they participated in the seminars at an average of six times in the past three years. Besides, their professional knowledge, their cognition of course outline and their score in demand for course teaching were ranged at the middle-upper level. What they demanded most were “health and nursing courses should be listed as required courses” and “teaching hours of health and nursing courses should be increased”. 2. This study indicates that there was a significant difference in “cognition of course topics” because of the different level of teachers’ status and professional background, which was positively correlated with the “total score of professional knowledge and competencies”. Furthermore, significant difference existed in “cognition of core competencies of courses” owing to the different level of teachers’ status and professional background, which was also positively correlated with “total score of professional knowledge and competencies” and “the number of seminars they joined in the past three years”. 3. The research objects’ personal background variable could explain 20.9% of the total variance in “cognition of course topics” and the principal predictor was “total score of professional knowledge”. In addition, personal background variable could account for 23.5% of the total variance of “cognition of core competencies of courses”. The main predictors were “total score of professional knowledge and competencies” and “the number of seminars they joined in the past three years”. What is more, personal background variable and cognition of course outline could explain 18.8% of the total variance of “demand for course teaching”. The main predictor was teaching in southern Taiwan’s cities and counties.
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