英文摘要 |
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. |