探索臺灣環境學習中心教師專業能力及其影響因素

Exploring Environmental Educators' Professional Competences and Influential Factors of Taiwan's Environmental Learning Centers

10.6173/CJSE.202003_28(1).0003

王喜青(Hsi-Ching Wang)；周儒(Ju Chou)

專業能力 ； 環境教育教師 ； 環境學習中心 ； Professional Competence ； Environmental Educator ； Environmental Learning Center

科學教育學刊

28卷1期（2020 / 03 / 01）

49 - 73

繁體中文

本研究嘗試探索臺灣環境學習中心教師自覺專業能力之內容、表現現況及影響能力之相關因素。本研究採用混合設計方式，第一階段為質性研究，共訪談28位在環境學習中心服務年資4年以上的教師，嘗試尋找出重要的環境教育專業能力與影響因素。第二階段運用問卷調查臺灣185位在中心工作之教師，以釐清影響專業能力的重要因素與彼此之關聯性。研究結果顯現：一、環境教育教師的專業能力共有14項，可以分為「一般性個人」、「教育實務」、「環境教育內容」、「環境學習中心經營」等4個能力領域；二、環境教育教師的自覺專業能力以一般性個人領域的能力表現較佳，而「營造促進學習者學習氛圍」、「評估成效與精進教學」與「環境教育基礎認知」等能力表現較弱；三、影響專業能力表現之個人內在因素，主要包括「審慎性人格特質」、「學科專業運用」、「幸福感」及「自我效能感」等4項；四、影響專業能力之外在環境因素，則以「學習者正面回饋」、「成功榜樣」2項為主。其中又以幸福感與自我效能感為影響專業能力的重要關鍵。本文依據研究結果提出未來可在環境教育教師專業發展及後續研究方向上的建議。

The purpose of the study was to identify the competences and influential factors perceived by environmental educators in Taiwan's Environmental Learning Centers (ELCs). Investigators adopted mixed methods and conducted a two-stage research process. First, 28 environmental educators with at least four-year working experiences were interviewed to explore their perceived professional competences and factors influencing these competences. Second, based on the findings from these interviews, investigators then surveyed 185 educators of different ELCs to understand the status of perceived competences. Path-analysis through multiple regression was used to clarify the relationships among competences and influential factors. The results showed: (1) there were 14 competences identified that can be categorized into four major areas, including ＂general personal competence,＂ ＂pedagogical practical competence,＂ ＂content of environmental education,＂ and ＂ELC management competence＂; (2) educators showed good performance in the general personal competence areas. However, educators underperformed in the competences such as ＂creating better learning atmosphere,＂ ＂evaluating learning outcome,＂ and ＂basic understanding for environmental education＂; (3) personal internal factors that significantly influencing competences included ＂conscientiousness personality,＂ ＂application of discipline knowledge,＂ ＂perceptions of well-being,＂ and ＂self-efficacy＂; (4) external influential factors that significantly influencing competences were ＂learners' positive feedbacks＂ and ＂successful role models.＂ Among these factors, ＂the perceptions of well-being＂ and ＂self-efficacy＂ were most influential factors to predict competences. The findings of this investigation among ELC educators suggest future professional development and investigation in these areas.

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