A Study on Preservice Teachers' Learning and Their Beliefs about Learning in an Introductory Educational Psychology Course

職前教師在教育心理學課程之學習對其教學信念之影響

江美姿(Mei-Tzu Chiang)

《全人教育學報》 12期 (2014/12) Pp. 63-92

https://doi.org/10.6272/JHE.2014.12.3

摘要

本研究目的為探究職前教師在教育心理學概論中學習的教育理論，對他們在教學信念之影響。本研究採用質性及量化並重的研究方法，探討關於職前教師的學習經驗對其教學信念之影響。研究結果顯示，職前教師從學期開始到結束，對於建構主義的認同最強，認知理論次之，而對於行為主義的信念最弱；換言之，職前教師的現有信念傾向以學生學習為主體，並非以教師為中心的信念。改變職前教師的學習信念需要一些外在的催化力量，然而，此門課程的授課教師並未提供。職前教師的現有信念在這門課程的學習過程中持續加強，因為教師於此門課程中並未提供對於建構主義理論的質疑或批判論點，亦無提供其他理論的優點。最後，本研究提供兩項可作為教育策略之應用：（一）如何有效的教授教育心理學課程及（二）如何從這門課程和研究中學習。

關鍵字

職前教師之學習 ； 學習理論 ； 職前教師的信念 ； 教育心理學課程 ； 教學信念

並列摘要

The purpose of this study was to examine how preservice teachers' learning about learning theories influences their beliefs about learning within the context of an introductory educational psychology course. This study used both quantitative and qualitative research methods to investigate preservice teachers' learning experiences and beliefs about learning. As the findings indicate, preservice teachers had stronger beliefs in constructivism, less strong beliefs in cognitive theory, and the least strong beliefs in behaviorism from the beginning to the end of the semester. In other words, their existing beliefs were more oriented toward a learner-centered versus a teacher-centered perspective. Change in preservice teachers' beliefs about learning requires a catalyst, and this catalyst was not provided by the instructor. These existing beliefs were being reinforced throughout the course because the instructor did not provide any critical examination or questioning of constructivist theory nor provide other obvious benefits to other theories. In the end, this research offers two implications for (a) teaching an effective educational psychology course and (b) learning from this course and research.

並列關鍵字

Preservice teacher's learning ； learning theory course ； preservice teachers' beliefs ； educational psychology course ； beliefs about learning