融入性別平等概念發展師資生職業教育與生涯規劃課程暨教學效果之研究

The Study of Integrating the Concept of Gender Equity to Develop the Course of Vocational Education and Career Planning and Its Evaluating Effect on the Pre-Service Teachers

學校是性別平等的重要學習場域，教師在教育過程中，扮演教學活動的直接實施者，其性別平等素養和敏銳度，對學生的職業選擇與生涯發展具有決定性影響。本研究旨在發展具性別平等概念的職業生涯課程，並評估以融入式課程教學對師資生在性別平等素養的教學效果。研究採焦點團體訪談、德菲法及準實驗研究法。訪談性別平等、師資培育及職業與生涯之專家學者15位，經主題分析及德菲法問卷調查，形成33項課程能力指標，據此發展出六向度11個單元，共計18小時之課程方案。再以準實驗研究方法，安排北部某大學修習職業教育與生涯規劃課程之兩班師資生，每班各有45位學生，以修習本課程者為實驗組，修習一般職業教育與生涯規劃課程者為對照組。以本課程為自變項，依變項以師資生性別平等素養及性騷擾防治之得分為依據，進行前後測，瞭解本課程的教學效果。經多變量共變數分析顯示，本課程方案可以顯著提升參與者之性別平等素養以及性騷擾防治概念。本研究並據此提出建議。

Schools serve as crucial learning environments for promoting gender equality. Within the educational process, teachers play a direct role in implementing instructional activities. Their understanding and sensitivity to gender equality have a significant impact on students’career choices and career development. This study aimed to develop a gender equality-focused vocational education and career planning curriculum (referred to as the career curriculum) and assessed the instructional effectiveness of an integrated curriculum approach in enhancing pre-service teachers’gender equality awareness and sexual harassment prevention knowledge. The research methods involved focus group interviews, Delphi surveys, and quasi-experimental research methods. Fifteen experts in gender equality, teacher education, and vocational career fields were interviewed, and through thematic analysis and Delphi surveys, 33 curriculum competency indicators were established. Based on these indicators, a curriculum consisting of six major domains and eleven units was developed, totaling 18 hours of instruction. Subsequently, a quasi-experimental approach was used to involve two groups of pre-service teachers enrolled in a vocational education and career planning course at a university in the northern region. Each group consisted of 45 students. One group underwent the newly developed career curriculum (experimental group), while the other group followed a conventional vocational education and career planning curriculum (control group). Using the developed curriculum as the independent variable and measuring participants’scores in gender equality competence and sexual harassment prevention as dependent variables, pre- and post-tests were conducted to assess the instructional effectiveness of the curriculum. Multivariate covariance analysis revealed that the proposed curriculum significantly improved participants’gender equality competence and understanding of sexual harassment prevention concepts. Based on the findings, the study provided recommendations for future implementation.