運用Q方法探討大學教學助理職能之研究

由於長期以來台灣的大學重研究輕教學的學術文化，造成大學教授對於知識的傳承與學習、人才的培育與啟發有很大的影響。大學的首要任務在人才培育，而育人的關鍵在「師資」，因此大學教師必須能有效掌握教學知能與技巧，才能夠提升教學品質，然而大學教授之職責為教學、研究、服務與輔導，面對於教學創新的推動，負擔必定加重，因此，大學教學助理如能發揮專業能力，必能成為授課教師一大助力，為本研究動機。本研究以Q方法為研究方法，研究內容以改編教育部大專校院就業職能平台的職能為架構，整理出大學教學助理職能八大構面、四十九個Q直述句，並針對大學教學助理、授課教師及與教學助理制度有關之業管單位人員等為研究對象，了解他們對大學教學助理應具備之職能之主觀看法。本研究結果第一組「大學教學助理對於大學教學助理應具備職能之看法」中得到四種職能類型。第二組「授課教師、大學教學助理及教學助理制度業管單位行政人員對於大學教學助理應具備職能之看法」中得到四種職能類型。期能提供大學授課教師、大學教學助理及大學教學助理制度業管單位之參考。

關鍵字

Q方法；大學教學助理；職能；教師職能；教學品質

並列摘要

Decades of emphasis on research over teaching in Taiwanese universities has considerable influence on how collegiate professors instruct, mentor, and inspire students. The focus of higher education is the cultivation of professionals and requires quality teaching. Therefore, professors must be equipped with better teaching knowledge and skills to improve education. However, other commitments such as research, guidance, and student services constitute a sizable burden, and if confronted with teaching innovation, this burden will be unbearable. Thus, this study aims to investigate whether teaching assistants (TA) can fulfill this niche and provide instrumental help to instructors. The Q-methodology was used in this study. The framework of this research came from the revised survey questions in the "University Career & Competency Assessment Network (UCAN)" of the Taiwanese Ministry of Education. 49 Q-direct descriptive questions were asked regarding eight aspects of TA competency. Research samples included TA, instructors, and staffs associated with the TA management to understand their subjective views about TA competency. The results from the first sample group composing entirely of TAs yielded four aspects of TA competency. The second sample of instructors, TAs, and TA management staff also yielded four aspects. Hopefully, this study can provide a useful reference for TAs, instructors, and TA management staff.