南區普通大學及技職校院選修中等教育學程學生教育專業認知與任教意願之探討

摘要本研究主要目的旨在探討南部地區普通大學與技職校院中等教育學程學生教育專業認知與任教意願的現況與差異情形。研究採問卷調查法，研究對象以九十三學年度南部地區中等教育學程學生研究對象，其中包含教育學程在學學生，與修畢師資培育課程目前正在學校實習之實習教師，普通大學與技職校院皆採隨機抽樣方式，抽取三所普通大學與三所技術校院共抽取892名中等教育學程學生為樣本，研究者以親自到場或以郵寄方式施測，有效樣本為614份，回收率達75%。本研究所獲致的結論大致歸納如下：一、普通大學學程學生在教育專業認知及任教意願方面屬中上程度的正向表現；兩者的整體有顯著差異，且皆高於平均值。二、技職校院教育學程學生在教育專業認知及任教意願方面屬中上程度的正向表現；兩者的整體有顯著差異，其結果表現高於平均值。三、在普通大學方面不同背景變項的學生，其整體教育專業認知與任教意願皆無顯著差異。四、就讀不同系所的技職校院學程學生在教育專業認知有顯著差異。五、家中成員從事教師工作技職校院學程學生，整體任教意願方面有顯著差異。六、技職校院中等教育學程學生的任教意願顯著高於普通大學教育學程學生。七、普通大學和技職校院中等教育學程學生，其教育專業認知與任教意願皆有顯著正相關。八、選修中等教育學程學生的主要因素，排名前三名依次是個人興趣、生涯規劃與就業考量。根據研究結果與研究發現，對於教育相關單位、師資培育中心及未來研究者提出幾項建議。

關鍵字

專業認知；任教意願；中等教育學程；師資培育；技職校院

並列摘要

Abstract The purpose of this study investigated the pre-service teachers’ differences and the current situations in the teaching perceptions and willingness between the general universities and vocational schools in the south of Taiwan. The study used questionnaire survey. The 892 samples were randomly selected from the middle and secondary teacher education programs in the school year of 2004 in three general universities and three vocational schools. The responding rate of the survey was 75%. The results revealed several important findings. First, the students from the general university had significantly higher scores than expected average score in their teaching perceptions and willingness. In addition, the students from the vocational schools had significantly higher scores than expected average score in their teaching perceptions and willingness. Second, there were no significant differences for the teaching perceptions and willingness among students with different backgrounds in the general universities. However, there was a significant difference among students from different departments in the vocational schools. Third, the students whose family members taught in schools had significantly higher scores of teaching willingness. Fourth, the students of the vocational schools had significantly higher scores of teaching willingness than those of the general universities. Fifth, the correlations between teaching cognition and willingness were significantly positive in the general universities and the vocational schools. Sixth, the three main reasons for students to teach were personal interests, career plan, and the needs of teaching jobs.