不同學校體系的幼教職前教師任教意願及教學信念的探討

The Teaching Willingness and Beliefs of Pre-service Teachers on Kindergarten Teacher Programs in Different Types of Universities

馬惠雯(Hui-wen Ma)

指導教授 ： 陳義汶 博士

台南應用科技大學/生活科技學院/生活應用科學研究所/碩士(2006年)

摘要

本研究的目的在探討不同學校體系之幼教職前教師的任教意願及教學信念。研究以問卷調查的方式進行資料蒐集，研究對象為普通大學及技職校院的幼稚教育學程一、二年級學生與實習生，及師範體系學校幼兒教育系三、四年級學生與實習生共745名，有效回收問卷為674份，回收率為90％。而研究工具是以自編的「幼教職前教師任教意願量表」、「幼教職前教師教學信念量表」。所蒐集的資料以SPSS統計軟體，利用描述性統計，t檢定，單因子變異數分析 (one-way ANOVA)或二因子變異數分析(two-way ANOVA) 及典型相關(Canonical correlation)進行資料分析。
研究結果顯示：（一）不同學校體系的幼教職前教師對於任教意願及教學信念皆趨於正向；（二）在任教意願方面，普通大學及技職校院的幼教職前教師皆與師範體系學校的幼教職前教師有顯著差異；（三）不同學校體系的幼教職前教師其教學信念有差異；（四）有幼教工作經驗的幼教職前教師其任教意願顯著高於沒有幼教工作經驗的幼教職前教師；（五）普通大學及師範體系學校的幼教職前教師具有不同高中職入學身份者，其任教意願有顯著差異存在；（六）父母親或手足為教師的幼教職前教師，其任教意願顯著高於父母親或手足並非擔任教師的幼教職前教師；（七）師範體系學校的實習生及四年級的幼教職前教師之教學信念與三年級的幼教職前教師有顯著差異；（八）有無幼教工作經驗對於幼教職前教師的教學信念亦有顯著差異；(九) 教學意願及教學信念有典型相關存在。
另外，開放式問題發現：無論普通大學、技職校院或師範體系學校的幼教職前教師，對於想成為一位幼教教師的原因，及認為幼教教師應該具備的條件，結果皆一致，首重依序是喜愛孩子及要有耐心；其次，在選擇就讀幼兒教育系、幼教學程的原因，不同學校體系有差異；最後，對於幼稚教育的教學想法上，無論是普通大學、技職校院或師範體系學校的幼教職前教師皆認為幼稚教育的教學應該是以幼兒為主導。

關鍵字

任教意願 ； 教學信念 ； 幼教職前教師

並列摘要

The purpose of this study was to explore pre-service teachers’ teaching willingness and teaching beliefs among general university, vocational school, and normal university in early childhood education programs. Samples were 674 students selected from the early childhood teacher programs in these schools, and they completed a questionnaire about their teaching willingness and educational beliefs for kindergarten. The responding rate was 90%. The data was analyzed by using the following methods: descriptive statistics, t test, one-way and two-way ANOVA, and canonical correlation.
The results revealed several important findings. First, all pre-service teachers in this study showed that they had positive teaching willingness and beliefs. Second, the pre-service teachers from general universities and vocational schools had significantly higher teaching willingness than those of normal universities. Third, the pre-service teachers’ teaching beliefs among different schools were significantly different. Forth, the teachers with teaching experience had significantly higher teaching willingness than those without teaching experience. Fifth, in general and normal universities, those teachers who graduated from junior high schools or vocational schools with different main subjects had different teaching willingness. Sixth, those teachers whose parents or siblings were teachers had significant higher teaching willingness than those parents and siblings were not teachers. Seventh, the senior teachers and interns’ teaching beliefs were different from the junior students’ in normal universities. Eighth, the teachers’ teaching beliefs with teaching experience were different from those teachers’ without teaching experience. Ninth, the relationship between the reflective teaching willingness and beliefs came to close correlation and the canonical correlation.
In addition, the pre-service teachers’ responds for the open-ended questions showed that the most important factors to be a good teacher were to like children and be patient. Second, the reason to enroll the teacher programs was the same among these schools’ pre-service teachers. Finally, teachers’ teaching beliefs was that children should be the main factor to be considered for the pedagogy of kindergarten.

並列關鍵字

Teaching willingness ； teaching beliefs ； early childhood pre-service teacher

參考文獻

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