國小師資生任教意願之縱貫性研究

Longitudinal research on elementary school student teachers' teaching willingness

本研究運用階層線性模式分析師資生在三年的時間當中，任教意願的發展趨勢變化，時間橫跨了大四、實習、實習後一學期以及實習後一年，一共進行六次的調查，參與的師資生共132位。本研究採用分段式線性成長模式，也分析了是否為教育系的師資生對成長速率的影響，在實習後的第二階段再加上「與實習輔導教師互動」此變項對成長速率的影響。研究結果發現，師資生的任教意願在大四及實習的時候是沒有變化的，但是在實習之後的三個學期是呈現下降的發展趨勢。此外，在大四時的任教意願，教育本科系的師資生高於非本科系的一般師資生；而在實習之後，反而教育本科系師資生的任教意願下降幅度大於非本科系的師資生。除此之外，與輔導教師的看法越一致、開放程度較低的實習環境，對於實習之後任教意願的下降趨勢具有調節影響，可使得下降幅度趨緩。本研究也根據上述研究結果提出相關建議。

 

This study applied the Hierarchical Linear Model to analyze the changes in student teachers’ teaching willingness in three years. A total 132 student teachers completed six rounds of surveys in their fourth year of college, during their internship, a semester after their internship, and a year after their internship. A piecewise linear growth model was utilized to analyze the effects of different teacher training channels on the growth rate. The effect of“interaction with the mentor” on the growth rate is included in the second stage after the internship. The research results do not show differences in student teachers’ teaching willingness between their fourth year of college and their internship, while a downtrend appears during the three semesters after the internship. Furthermore, student teachers majoring in education show higher teaching willingness than student teachers not majoring in education in the fourth year of college; however, after their internship, the teaching willingness of student teachers majoring in education was largely reduced. In addition, the consistent opinions of mentors and internship environments with higher structure and moderating effects would slow the decreasing trend of teaching willingness after internship. According to the above research results, relevant suggestions are further proposed in this study.