第一期卓越師資培育獎學金學生教學準備度之研究

A Study on the Teaching Preparedness of Students Funded by Project for Excellent Teacher Education Scholarship (the First Phase)

10.3966/181665042016031201001

黃嘉莉(Jia-Li Huang)

教學準備度 ； 卓越師資培育獎學金計畫 ； 效能期待 ； 卓獎教師 ； teaching preparedness ； Project for Excellent Teacher Education Scholarship (PETES) ； efficacy expectation ； Excellent Project teachers (EPTs)

教育研究與發展期刊

12卷1期（2016 / 03 / 31）

1 - 38

繁體中文

為了解卓越師資培育獎學金計畫受領學生教學準備度及其任教表現，進而分析制度成效，本研究以源自Bandura效能期望概念的教學準備度，即教師評量自己教學能力的心理預期程度，調查2006-2009學年度（即第一期）畢業受領學生且擔任教師者（即卓獎教師）之教學準備度，並檢視制度成效。本研究共發出「卓獎教師教學準備度調查問卷」263份問卷，有效問卷141份，回收率為53.61%；「卓獎教師工作之雇主滿意度調查問卷」共發出153份，回收有效問卷為144份，回收率為94.11%。本研究運用描述統計、差異分析、Pearson積差相關與迴歸分析後，獲致結論如下：一、卓獎教師在自我工作表現上，工作責任、團隊合作、人際關係能力獲得高度肯定。惟行政執行、處事應變、溝通協調能力有待強化。二、卓獎教師在教學準備度上持高度自信，且學校雇主也持相同知覺。惟跨其他領域教學、自覺影響力、差異教學與班級經營都是可以強化的項目。三、卓獎教師工作表現能有效預測教學準備度，使得培養卓獎生的實務經驗，增進教學自信顯得重要。四、卓獎制度中義務課業輔導與教學實務研習是可繼續規範的條件。惟服務學習與史懷哲計畫對卓獎教師教學準備度之影響不明確。五、從卓獎教師教學準備度的調查結果可知，越關注社會認知歷程的設計，越有助於提高教學準備度。

This study aimed to explore the teaching preparedness of students receiving funding from the Project for Excellent Teacher Education Scholarship (PETES) and to analyze the effects of the PETES. The subject of the questionnaire was teaching preparedness as defined by Bandura's efficacy expectation where it is an assessment of teacher’s ability to accomplish a certain level of teaching performance. The subjects of this survey were teachers (specifically Excellent Project teachers, EPTs) graduated between the 2006 and 2009 and the opinions to EPTs from schools. A total of 141 samples of EPTs were obtained in this study, and the effective response rate was 53.61%. Moreover, 144 samples from school staff were collected, with an effective response rate of 94.11%. Descriptive statistics, t test, Pearson correlation coefficient, and regression analysis were applied to obtain the following findings: 1. In the dimension of self-working performance, EPTs have high confidence in their work responsibility, teamwork, and personal relationships but low confidence in their administrative ability, skill adaptability, and communicative and coordinative skills. 2. In the teaching preparedness dimension, EPTs and school staff have high confidence in their professional teaching competence but low confidence in their trans-subject teaching ability, self-influence, distinctive teaching style, and classroom management. 3. The self-working performance of EPTs can effectively predict their teaching preparedness. 4. The conditions for requesting free course counseling and a teaching practice seminar can be maintained continuously. However, the effects of service learning and the Schweitzer Educational Service Program on EPT teaching preparedness are unclear. 5. Greater emphasis on social cognition processes indicates that more assistance is needed in promoting EPT teaching preparedness.

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