運用原則取向知識翻新活動促進師資生心理資本之發展

Promoting the Development of Psychological Capital in Pre-Service Teachers through Knowledge Building

21世紀資訊科技的發展對人們的工作形式與社會關係產生影響，使訊息共享、團隊合作與知識創新為當今重要的關鍵，因此，建立一個社群環境將想法優化、深化並理解個人心理層次就顯得重要。本研究運用知識翻新（Knowledge Building）融入師資培育課程，以知識論壇為線上協作情境（Knowledge Forum），從知識翻新活動中探究師資生心理資本與其各向度的發展。研究對象為47名修習教學原理的師資生，資料來源為心理資本量表與知識論壇貼文資料，採取混合研究法。研究發現為：一、深掘心理資本：知識翻新活動對師資生心理資本轉變量化分析未顯著，但質性分析可看到進展，心理資本需持續長期探索；二、凝聚共同目標：知識翻新活動促進師資生群體合作，致力解決教學挑戰；三、強化師培非認知教育：培養師資生挫折適應力與正向期待。

The advancement of 21st-century information technology has significantly influenced people's work patterns and social interactions. Information sharing, teamwork, and knowledge innovation have become increasingly important. Therefore, creating a community environment to optimize, deepen, and understand individual psychological dimensions plays a crucial role. This study integrates Knowledge Building into teacher training courses, using Knowledge Forum as an online collaborative platform. The research explores the development of Psychological Capital among teacher candidates through Knowledge-Building activities. The study involves 47 teacher candidates who enrolling in the “Teaching Principles” university course for one semester. Data were collected from Psychological Capital surveys and Knowledge Forum notes, employing a mixed research method. The findings are as follows: (a) Delving into Psychological Capital: although the quantitative analysis of transformation of Psychological Capital among pre-service teachers through KB activities did not have significant results, qualitative analysis showed progress. Further long-term exploration of Psychological Capital is required (b) Fostering common goals: Knowledge Building (KB) activities facilitate collaboration among pre-service teachers, focusing on addressing pedagogical challenges. (c) Strengthening non-cognitive education in teacher training: the activities strengthen non-cognitive education in teacher training by developing resilience to setback and nurturing positive expectations among pre-service teachers.