職前教師培育課程中應用服務學習之設計與實施－師資生焦點團體的意見分析

The Design and the Implementation of the Service-Learning in Pre-service Teacher Education Program-An Analysis from Education Teachers by Focus Group Interviewing

張民杰(Min-Chieh Chang)

《國民教育研究集刊》 14期 (2006/06) Pp. 93-107

https://doi.org/10.7038/BREE.200606.0093

摘要

服務學習在國內師資培育漸受重視，也有許多師資培育大學已著手實施。本文藉由焦點團體訪談，了解師資生在獲致服務經驗後，對服務學習設計與實施的建議。依據研究結果發現，目前國內師資培育機構推動的服務學習包括了全校性必修課程、師資培育機構必修課程、教育課程課堂上結合服務學習做為課程一部分等三種正式課程、或要求服務一定時數的非正式課程設計等四種類型。其服務工作性質，以直接服務較受師資生歡迎，也有很多間接服務工作，並無倡導活動性質的工作。而師資生們對於服務學習的設計與實施認為：1.不要有過多的時數要求，才能讓人體會服務的快樂和成就。2.師資培育機構、師資生與服務機構三者應有更充分的協調和合作。3.師資生應該選擇自己有興趣的工作去從事、時數審核應客觀並訂有標準、師資培育及服務機構應設督導及連絡人並提供協助與資源、可以小組方式前往服務，都可以使實施過程更加順暢。4.利用網路做為即時回饋的機制、心得報告、學習檔案或成果發表與經驗分享研討會的反思設計，以及學期初就訂定周全的評分機制都是必須考慮的。

關鍵字

服務學習 ； 職前教師培育課程 ； 師資生

並列摘要

In recently, service-learning has received increased recognition as an important component in the preservice teacher education program. The purpose of this study is to understand the suggestions of the design and implementation of service learning from education teachers who have service-learning experiences. The method of this study is through focus group interviewing. The results of this study are including:
1. This study has identified at least four approaches to implementing service-learning in teacher education program in Taiwan: 1) as a separate service learning course at university level, 2) as a separate service learning course at department level, 3) as an extracurricular activity, 4) as a strand within a course.
2. There are three types of service-learning including direct service, indirect service, and advocacy activity. Education teachers have impressed experiences about the direct service. They also consider the indirect service is a possible way. But advocacy activity is not suited for education teachers.
3. Because the curriculum has already overcrowded in teacher education program, lessening the time requirements of service-learning is necessary which promotes education teachers to recognize the interesting and happiness during service.
4. To coordinate and communicate well among institution, primary and secondary school, and education teachers is very important. All these stakeholders must play collaborative roles in all facets of service-learning.
5. Education teachers should select a service project and participate in their multiple and varied service-learning activities. Institutions should provide training, supervisors and coordinators as well as technical assistance and resources. Team work is a better way to implement service-learning.
6. Immediate feedback by web, student journals, portfolio, seminars, and rigid grading system are the impact factors for successful service-learning project.

並列關鍵字

service-learning ； pre-service teacher education program ； education teacher

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