服務學習與餐旅類科師資生教師專業素養之研究

A Study on Service-Learning and Professional Competence of the Pre-Service Teachers in Hospitality and Tourism

馮莉雅(Li-Yia Feng)

《高雄餐旅學報》 9卷1&2期 (2007/12) Pp. 63-84

https://doi.org/10.6465/JKHC.200712.0063

摘要

服務學習在國外師資培育上之應用已行之多年，且頗具成效。因為許多報告證實服務學習課程有助於提高師資生其認知、技能與情意三種教育目標，所以服務學習逐漸成為國外教師資格的要件之一。國內近年來，服務學習應用於師資培育機構有逐漸展開之勢，但服務學習融入職前師資培育課程中的情形仍為少數。
本研究將教育專業課程與服務學習進行統整，協助23位師資生協助國中進行餐旅課程的規劃與實施。本研究採用量化與質化的研究設計，分析師資生「教師特質量表」、「服務知能量表」及反思報告，以了解服務學習方案對促進教師專業素養的影響、研究發現服務學習會影響師資生其「教學熱忱與服務意願」、「未來運用服務學習於教學」、「多元文化接受態度」、「一般教學效能」、「整體教師特質」等教師特質表現，及「差異接受度」之服務知能，同時也會影響師資生對教師及學生的看法，例如1．「優秀教師必須經常接受新知與在職教育」、2.「中學教師須覺察教學真實情境」、3.「教師有強大的影響力」、4.「優秀教師具備強烈教學慾望」、5.「教師須自我反省」、「學生有各種正向的學習特質」、「中學生仍需要成人的協助與關懷」、「中學生的個別差異大」等。此外，服務學習有助於師資生的教學信心、課程設計與教學實施能力及其生涯發展。

關鍵字

服務學習 ； 教師專業素養 ； 師資培育 ； 師資生

並列摘要

Service learning concept has been incorporated into pre-service teacher program in overseas for many years. Many reports showed that implementation of service learning concept into the teacher training curriculum can help with three educational goals: students' cognition, technical ability and affection, therefore, service learning is becoming one of the requirements before receiving teacher certificate in countries abroad. In recent years service learning has started to spread in our country’s teacher education program but still is minority.
In this study the service learning concept was integrated into core curriculum by assisting 23 pre-service teachers to design and implement hospitality and tourism curriculum for a junior high school. Qualitative and quantitative approaches was used to analyze pre-service teachers' ”Teacher's Characteristic Inventory”, ”Knowledge Scale” and feedback report was used in order to understand how service learning influence pre-service teacher's professional competence. The result of this study indicated that service learning positively affected pre-service teachers' ”teaching enthusiasm and willingness”, ”eagerness to make use of the service learning in the future teaching”, ”acceptance of multicultural”, ”teaching effectiveness”, ”overall teacher's characteristic”... etc., teacher attribute performance, and the sensitivity of ”accepting differences among students”, also influenced pre-service teachers' perceptions on the teacher and the student. For example (1)”The outstanding teacher should often accept the new knowledge and in-service education”; (2)”Secondary school teacher must detect a true scenario of teaching”; (3)”The teacher has strong influences”; (4)”The outstanding teacher has strong desire of teaching”; (5)”The teacher must examine oneself”, ”the student has various positive learning characteristics”, ”the secondary school student still needs the adult's help and care”, ”the secondary school student's individual differences”... etc. In addition, the service learning contributes to pre-service teachers' teaching confidence, curriculum design and teaching practice that the teachers are able to carry out the ability and career development.

並列關鍵字

Service-learning ； professional competence ； teacher education program ； pre-service teacher