從高等教育市場化觀點探究教師學位在職進修成效
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2023
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《教師法》及《師資培育法》等規範教師進修之權利與義務須回應至專業發展與學生學習，隨著具研究所學歷教師所占比率已超過六成，取得學位人數的提升是否能整體性的帶來教師專業發展？回應國內外高等教育市場化發展趨勢，相關規劃究竟滿足教師「專業發展」抑或僅為「取得學位」之需求作制定？研究者即採取混合研究典範的探索型設計，訪談31位國中教師並分析其碩士在職專班文件資料後，再訪談9位大學教授，統整質性研究結果形成量化問卷後由420位國中教師填答，調查結果以SPSS統計軟體進行描述統計、獨立樣本t檢定與單因子變異數分析。研究發現國中教師具有不同的進修動機與擇校考量，在碩士教師比例提高的影響下，大學間為滿足其進修需求即形成辦理碩士在職專班的市場競爭，教師專業發展成效亦產生程度不等的影響，研究者再依據研究發現提出具體建議。
Rights and obligation based on “Teachers’Act”, “Teacher Education Act” etc., required teachers to participate in in-service education to develop their profession which would be beneficial for students’ learning outcome. Did the increase of teacher’s master qualifications really promote the overall teacher professional development while the rate of teachers who got a Master degree was more than 60%? According to the tendency of higher education marketization, were the making of these related plans aiming for “teachers’ professional development” or just “their acquirement of getting a Master degree”? The research adopted Exploratory Design of Mixed-Method Research. The questionnaire formed by interviewing 31 junior-high school teachers and 9 university professors and document analysis was filled out by 420 junior high school teachers. The results were analyzed through descriptive statistics, Independent Sample t Test and ANOVA with SPSS software. Findings indicated that under the different motivations and selection considerations for in-service Master programs from junior-high school teachers, and the influence of the increase in the proportion of teachers with Master degrees, there is a market competition among universities which have different effects on teachers' professional development for in-service Master programs to meet teachers’ needs. Recommendations based on findings were proposed.
Rights and obligation based on “Teachers’Act”, “Teacher Education Act” etc., required teachers to participate in in-service education to develop their profession which would be beneficial for students’ learning outcome. Did the increase of teacher’s master qualifications really promote the overall teacher professional development while the rate of teachers who got a Master degree was more than 60%? According to the tendency of higher education marketization, were the making of these related plans aiming for “teachers’ professional development” or just “their acquirement of getting a Master degree”? The research adopted Exploratory Design of Mixed-Method Research. The questionnaire formed by interviewing 31 junior-high school teachers and 9 university professors and document analysis was filled out by 420 junior high school teachers. The results were analyzed through descriptive statistics, Independent Sample t Test and ANOVA with SPSS software. Findings indicated that under the different motivations and selection considerations for in-service Master programs from junior-high school teachers, and the influence of the increase in the proportion of teachers with Master degrees, there is a market competition among universities which have different effects on teachers' professional development for in-service Master programs to meet teachers’ needs. Recommendations based on findings were proposed.
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高等教育市場化, 混合方法研究, 碩士學位在職進修, higher education marketization, Mixed-Method Research, in-service Master program