探究師資生之教師信念圖像 —以教育議題專題生命教育課程為例

Abstract

教師信念是理解教師思維與教學實踐的重要概念，除了需要對在職教師的教師信念進行探究，對於即將成為教師的師資生亦有研究之必要，其中特別需要關注師培課程對師資生教師信念的形塑產生何種影響。為了解師資生的教師信念以及師培課程在其中的影響，本研究欲探索師資生在修習一門師資培育課程前後教師信念的異同之處及其原因。本研究為個案研究，研究對象為某國立大學修習111-2「教育議題專題（一）-生命教育」課程之19名師資生，研究範圍為三個單元實施十四週的課程。為了探討師資生在修課前後的教師信念，本研究主要採用Personal-Meaning-Mapping（PMM）分析工具，以繪畫心智圖的方式蒐集師資生修課前後兩次教師信念圖像。在課程期間全程參與觀察並蒐集師資生的每週學習日誌，以及課後與師資生進行訪談，以輔助PMM的分析和探討師資生的教師信念與課程之關係。本研究主要有三項發現：一、師資生修課前後的教師信念向度：通過編碼整理歸納成不同向度的教師信念，發現師資生在「個人修養與特質」、「師生關係」、「教學實務」和「學習目標與表現」向度重合度最高，而「教職期待」和「自我省思」是師資生特有的教師信念。二、師資生修課前後教師信念的異同：對師資生繪畫的兩次教師信念圖像進行對比分析，發現PMM2概念廣度、深度和完整度比PMM1高；同時發現師資生的教師信念不會隨課程有巨大的改變，師資生在修課後意識到其教師信念經歷「保留、消失、新增或更新」，並在師培歷程中持續地建構。三、影響師資生教師信念的因素：藉由訪談找出個案課程如何影響師資生的教師信念，發現課程之外影響師資生教師信念的因素有「家庭背景」和「教學實習經驗」兩項，而課程中影響師資生教師信念的因素包括「課程內容」、「課程形式」以及「模範教師」帶來的正負面影響。最後透過本研究的發現為師資培育者在課程設計提供實務建議，同時為未來研究者提供建議方向。Teacher beliefs are an important concept for understanding teachers’ thinking and teaching practices. In addition to exploring the teacher beliefs of in-service teachers, there is also necessary to conduct research on pre-service teachers who are about to become teachers. In particular, it is necessary to pay attention to the impact of how teacher education shapes pre-service teachers' beliefs. In order to understand pre-service teachers' beliefs and the influence of teacher education, this research intends to explore the similarities, differences and reasons of pre-service teachers' beliefs before and after taking a course. This research is a case study, and the participants involved were 19 students taking the course 111-2 "Educational Issues (1) - Life Education" at a national university. The scope of the research is a fourteen-week course implemented in three units. In order to explore pre-service teachers' beliefs before and after taking the course, this research mainly used the Personal-Meaning-Mapping (PMM) analysis tool to collect images of teachers' beliefs from pre-service teachers by drawing mind maps. During the course, the author participated in the observation and collected the weekly learning logs of the pre-service teachers, and conducted interviews with teachers and pre-service teachers after class to assist in the analysis of PMM, and also explore the relationship between the pre-service teachers' beliefs and the curriculum. Three primary findings of this research are listed here: Firstly, dimensions of teacher beliefs among pre-service teachers before and after taking the course: By coding and sorting data, different dimensions of teacher beliefs were summarized. It was found that pre-service teachers had the highest degree of overlap in the dimensions of "personal cultivation and characteristics", "teacher-student relationship", "teaching practice" and "learning goals and performance", while "teaching expectations" and "self-reflection" are the unique teacher beliefs of pre-service teachers. Secondly, similarities and differences in teachers’ beliefs before and after taking the course: Comparing the two images of teachers’ beliefs drawn before and after the course showed that PMM2 has higher concept breadth, depth and completeness than PMM1. It was also found that pre-service teachers’ beliefs were not undergo significant changes with the curriculum. After taking the course, pre-service teachers realized that their teacher beliefs have been"retained, disappeared, added or renewal " and are continuously constructed during the teacher education process. Thirdly, factors affecting pre-service teachers’ teacher beliefs: Through interviews, found out that factors outside the curriculum that affect pre-service teachers’ teacher beliefs include “family background” and “practices experience”, and the factors in the course content including “course content”, “course format” , and the positive and negative impacts of “model teachers”. Finally, the findings of this research provide practical suggestions for teacher educators in curriculum design, and suggest directions for future researchers.