多元文化師資職前教育課程之個案研究

Research on the construction of digital cultural capital index

本研究旨在關注中等學校師資職前教育課程，試圖從課程大綱、師培者、師資生與教師的觀點，分析教育專業課程中所涵蓋之多元文化素養，本研究之多元文化素養共分三個層面：（一）認知面：文化理解、文化知識；（二）技能面：文化分析、文化溝通；（三）態度面：文化接受、文化敏感、文化覺察。根據蔡清田（2022）對課程發展的定義，將課程分成師培者之「課程設計與課程實施」及師資生之「學習經驗與學習應用」，先分析教育專業課程中有關多元文化素養課程之「課程變革」，接著透過四方對話呈現多元文化師資職前教育課程之成果。本研究採用半結構式訪談法與文件分析法做為主要的資料蒐集方法，並以南部一所大學做為個案學校，研究參與者為一位師培者、兩位111學年度師資生與兩位教師（兼為106學年度師資生），研究時間為112年的三月至五月，所得結論如下：（一）同門課程不同授課老師對於課程內容及編排具有落差，造成師資生在修習課程上的經驗落差；（二）大部分課程以培育師資生認知層面之多元文化素養為基礎，少部分課程提供師資生發展技能及態度層面之多元文化素養的機會；（三）應注重師培者本身的多元文化素養，安排打破師資生單一文化的環境；（四）現有課程總量及學分規劃難以符應未來不同文化的教室；（五）應另設多元文化課程，落實多元文化師資職前教育；（六）各類科師資生溝通輔導技巧差異大，應注重各類科師資生溝通能力，以協助師資生於未來面對不同文化情境之教室。
根據上述結論，本研究分別對師培者、師資生、教師，以及未來可行之研究提出具體建議。

This study focus on teacher education program in secondary schools, and attempts to analyze the multicultural literacy covered in teacher education program from the perspectives of program guidelines, teacher educator, pre-service teachers and teachers. The multicultural literacy in this research is divided into three parts: (1) Cognitive aspect: cultural understanding and cultural knowledge; (2) Skill aspect: cultural analysis and cultural communication; (3) Attitudinal aspect: cultural acceptance, cultural sensitivity and cultural awareness. According to Cai Cing-Tian (2022) on the definition of program development divides the curriculum into ’’program design and program implementation’’ for teacher educator and ’’learning experience and learning application’’ for pre-service teachers. Besides, analyzing the program change of teacher education multicultural literacy program is the first step,and then present the results of multicultural teacher education program through the four perspectives. This study adopts semi-structured interview method and document analysis method as the main data collection methods, and takes a university in the south as a case school. The research participants are a teacher educator, two pre-service teachers and two teachers. The research time is from March to May in 2023, and the conclusions are as follows: (1) Different teachers of the same course have gaps in course content and arrangement, resulting in gaps in the experience of pre-service teachers in taking courses; (2) Most of the courses are based on cultivating pre-service teachers’cognitive multicultural literacy, and a few courses provide opportunities for pre-service teacher to develop multicultural literacy at the level of skills and attitudes; (3) Attention should be paid to the multicultural literacy of teacher educators themselves, and an environment that breaks the monoculture of pre-service teachers should be arranged; (4)The total number of existing courses and credit planning are difficult to adapt to classrooms with different cultures in the future; (5) Another multicultural program should be set up to implement pre-service education for multicultural teachers;(6)There are great differences in the communication and guidance skills of pre-service teachers of various subjects. We should pay attention to the communication skills of pre-service teachers of various subjects to help them face different cultural situations in the classroom in the future.
Based on the above conclusions, this study puts forward specific suggestions for teacher educator, pre-service teachers, teachers and feasible research in the future.