師資培育生參與服務學習提升班級經營能力和教師專業認同之成效個案研究

本研究旨在探討師資生參與史懷哲服務學習計畫之實踐教育行動對其班級經營效能和教師專業認同之影響。採取混合研究法，以參與史懷哲教育性服務學習計畫的十五名名師資生為研究對象，透過訪談與課堂觀察以及問卷施測深入瞭解師資生藉由參與史懷哲服務學習計畫實踐教育的「實際經驗」、「觀察反思」、「思考分析」、「實作學習」對其班級經營效能和教師專業認同之影響。根據研究資料的整理與分析,所獲致的研究結果如下：一、教育性服務學習的教學實踐環節是師資生提升班級經營效能的關鍵。二、教育性服務學習的實踐環節和與學生接觸有助師資生提升教師專業認同。針對上述的研究結果，研究者提出實務上及相關研究的建議。

關鍵字

師資生；史懷哲服務學習計畫；班級經營；教師專業認同

並列摘要

This study investigated how Schweitzer Service-Learning Project effected pre-service teachers’ Classroom Management Effectiveness and teacher’s professional identity. quantitative research and qualitative research are both included in the data collection procedures analysis of the videotaping and interviewing the teacher participants. Fifteen pre-service teachers participated in this study through the interview and questionnaire survey. The researcher tried to understand whether the experiences, learning transformation that pre-service teachers got by engaging in Schweitzer Service-Learning Project improve Classroom Management Effectiveness and teacher’s professional identity. According to the data collection and analyses, the results are as following. First, the "teaching practice" is the major starting points of Classroom Management Effectiveness. Pre-service teachers taught different students different subjects so that they could gradually practice how to manage their class and feel the transforming of teacher’s professional identity. Second, all transformation on teacher’s professional identity happened after teaching practice and building the connection with students. According the results, the researchers will provide some suggestions for practices and research.