Student Teacher Perception of Teacher Education and Professional Knowledge Acquisition, Use, and Importance in Taiwan
Author: Jia-Li Huang(Office of Teacher Education and Careers Service, National Taiwan Normal University), Chia-Ying Wu(Department of Education, National Taiwan Normal University)
Vol.&No.：Vol. 60, No. 2
Date：June 2015
Pages：1-32
DOI：10.6209/JORIES.2015.60(2).01
Abstract：
Student teachers who were interns at local schools were recruited as participants in this study to determine the outcome of teacher education and teaching preparedness of student teachers. A total of 422 valid surveys were retrieved at a rate of 74.95% from 11 universities with teacher education program. Subsequently, mean, standard deviation, an independent samples t test, one-way analysis of variance, and exploratory factor analysis were employed. The following conclusions were deduced from this study: (1) The teacher professional knowledge and ability that student teachers learned primarily include reflective thinking, class management, and pedagogical content knowledge that emphasizes what and how to teach. (2) The teacher professional knowledge and ability that student teachers used include instructional design, communicative counseling, and professionalism, indicating that internships are valuable for becoming a teacher. (3) The teacher professional knowledge and ability that student teachers emphasize are teaching commitment, curriculum design, and self-confidence, revealing that fostering community or social resources and teaching confidence must be enhanced. (4) Acquisition, use, and importance of teacher professional knowledge and ability do not differ according to gender, academic background, or location of the internship school. The relativity of reflective thinking with instruction design is the highest, and pedagogical content knowledge and teaching commitment do not differ significantly. (5) The relativities among the three assessments of teacher professional knowledge and ability are all positive. It dedicated that participants had a considerable degree of common knowledge and abilities from framework of education professional curriculum.
Keywords：teacher professional knowledge and ability, framework of education professional curriculum, teaching preparedness, student teacher
《Full Text》
References：
- 中華民國師範教育學會（2006）。各師資類科教師專業標準之研究。教育部中等教育司委託計畫。臺北市：教育部中等教育司。【Teacher Education Society of R.O.C. (2006). The research of all subjects of teacher’s professional standards. Commissioned research report of Department of Secondary Education, MOE. Taipei, Taiwan: Department of Secondary Education, MOE.】
- 白亦方（2010）。美國優質師資培育的底蘊分析。教育研究與發展期刊，6（1），21-38。【Pai, Y.-F. (2010). Analysis of the nature of American quality teacher education. Journal of Educational Research and Development, 6(1), 21-38.】
- 余民寧（2006）。潛在變項模式：SIMPLIS的應用。臺北市：高等教育。【Yu, M.-N. (2006). Latent variable models: The application of SIMPLIS. Taipei, Taiwan: Higher Education.】
- 吳清基、黃乃熒（2006）。各師資類科教師專業標準之研究。教育部委託專案研究成果報告。臺北市：教育部。【Wu, C.-J., & Whang, N.-Y. (2006). The research of all subjects of teacher’s professional standards. Commissioned research report of Ministry of Education. Taipei, Taiwan: Ministry of Education.】
- 李子建、黃顯華（1996）。課程：範式、取向和設計。臺北市：五南。【Li, T.-C., & Huang, H.-H. (1996). Curriculum: Paradigms, perspectives and design. Taipei, Taiwan: Wu-Nan Book.】
» More
- 中華民國師範教育學會（2006）。各師資類科教師專業標準之研究。教育部中等教育司委託計畫。臺北市：教育部中等教育司。【Teacher Education Society of R.O.C. (2006). The research of all subjects of teacher’s professional standards. Commissioned research report of Department of Secondary Education, MOE. Taipei, Taiwan: Department of Secondary Education, MOE.】
- 白亦方（2010）。美國優質師資培育的底蘊分析。教育研究與發展期刊，6（1），21-38。【Pai, Y.-F. (2010). Analysis of the nature of American quality teacher education. Journal of Educational Research and Development, 6(1), 21-38.】
- 余民寧（2006）。潛在變項模式：SIMPLIS的應用。臺北市：高等教育。【Yu, M.-N. (2006). Latent variable models: The application of SIMPLIS. Taipei, Taiwan: Higher Education.】
- 吳清基、黃乃熒（2006）。各師資類科教師專業標準之研究。教育部委託專案研究成果報告。臺北市：教育部。【Wu, C.-J., & Whang, N.-Y. (2006). The research of all subjects of teacher’s professional standards. Commissioned research report of Ministry of Education. Taipei, Taiwan: Ministry of Education.】
- 李子建、黃顯華（1996）。課程：範式、取向和設計。臺北市：五南。【Li, T.-C., & Huang, H.-H. (1996). Curriculum: Paradigms, perspectives and design. Taipei, Taiwan: Wu-Nan Book.】
- 洪志成（2005）。教師檢定測驗不是教師專業最後防線。現代教育論壇，12，462-477。【Hung, C.-C. (2005). Teacher certification test is not the last line of defense for teacher profession. Modern Education Forum, 12, 462-477.】
- 孫志麟（2009）。建立信心：教師自我效能七部曲。臺北市：學富。【Sun, C.-L. (2009). Building confidence: Seven series of teacher efficacy. Taipei, Taiwan: Pro-Ed.】
- 陳嘉彌（1998）。自情境教學探討師徒式教育實習。教育研究資訊，6（5），21-41。【Chen, J.-M. (1998). The exploration of mentorship practicum from the situated instruction. Educational Research & Information, 6(5), 21-41.】
- 湯維玲（2007）。師資培育理念與實踐之對話：教育專業課程之調查研究。載於周淑卿、陳麗華（主編），教育改革的挑戰與省思（pp. 3-26）。高雄市：麗文。【Tang, W.-L. (2007). Dialogues between theory and practice: A study on the teacher professional courses. In S.-C. Chou & L.-H. Chen (Eds.), Challenge and reflection of education reform (pp. 3-26). Kaohsiung, Taiwan: Liwen.】
- 黃嘉莉（1999）。美國師資培育課程的相關議題－一九五○年代後的省思。載於中華民國師範教育學會（主編），師資培育與教學科技（pp. 229-249）。臺北市：臺灣書店。【Huang, J.-L. (1999). A theme for American teacher education: Reflection after 1950s. In Teacher Education Society of R.O.C. (Ed.), Teacher education and instructional technology (pp. 229-249). Taipei, Taiwan: Taiwan Book Store.】
- 黃嘉莉（2008）。教師專業制度的社會學分析。師大學報：教育類，53（3），125-151。doi:10. 3966/207375X2008125303006【Huang, J.-L. (2008). A sociological analysis of the teaching profession in Taiwan. Journal of National Taiwan Normal University: Education, 53(3), 125-151. doi:10.3966/207375X2008125303006】
- 葉連祺（2004）。中小學教師檢定方法相關課題之分析。載於國立花蓮師範學院國民教育研究所（主編），教師檢定之理論與實務（pp. 29-43）。臺北市：國立教育資料館。【Yeh, L.-C. (2004). The analysis of elementary and junior high school teachers certification exam. In Graduate Institute of Compulsory Education, National Hualien Teachers College (Ed.), Theory and practice of teacher certification (pp. 29-43). Taipei, Taiwan: National Education Information Center.】
- Albion, P. R. (1999, February). Self-efficacy belief as an indicator of teachers’ preparedness for teaching with technology. Retrieved from https://eprints.usq.edu.au/6973/
- Alexander, R. J. (1984). Innovation and continuity in the initial teacher education curriculum. In R. J. Alexander, M. Craft, & J. Lynch (Eds.), Change in teacher education: Context and provision since Robbins (pp. 103-160). London, UK: Holt, Rinehart & Winston.
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. doi:10.1037/0033-295X.84.2.191
- Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
- Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. doi:10.1016/j.tate.2003.07.001
- Britzman, D. P. (1986). Cultural myths in the making of a teacher: Biography and social structure in teacher education. Harvard Educational Review, 56(4), 442-456.
- Brookhart, S. M., & Loadman, W. E. (1994). Relations between self-confidence and educational beliefs before and after teacher education. College Student Journal, 28(1), 57-66.
- Cochran-Smith, M. (2001). Constructing outcomes in teacher education: Policy, practice, and pitfalls. Education Policy Analysis Archives, 9(11), 1-59. doi:10.14507/epaa.v9n11.2001
- Cohen, D. K., Raudenbush, S. W., & Ball, D. L. (2003). Resources, instruction, and research. Educational Evaluation and Policy Analysis, 25(2), 119-142. doi:10.3102/01623737025002119
- Darling-Hammond, L. (2001). Teacher testing and the improvement of practice. Teaching Education, 12(1), 11-34. doi:10.1080/10476210123029
- Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314. doi:10.1177/0022487105285962
- Darling-Hammond, L., Eiler, M., & Marcus, A. (2002). Perceptions of preparation: Using survey data to assess teacher education outcomes. Issues in Teacher Education, 11(1), 65-84.
- Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heiling, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, teacher for America, and teacher effectiveness. Education Policy Analysis Archives, 13(42), 1-51. doi:10.14507/epaa.vlln33.2003
- Darling-Hammond, L., & Sykes, G. (2003). Wanted: A national teacher supply policy for education: The right way to meet the “Highly Qualified Teacher” challenge. Education Policy Analysis Archives, 11(33). doi:10.14507/epaa.v11n33.2003
- Diamantopoulos, A., & Siguaw, J. A. (2000). Introducing LISREL. London, UK: Sage.
- Dunkin, M. J. (1997). Assessing teachers’ effectiveness. Issues in Teacher Educational Research, 71(1), 37-51.
- Elliott, J. (1993). Three perspectives on coherence and continuity in teacher education. In J. Elliott (Ed.), Reconstructing teacher education (pp. 15-19). London, UK: Falmer.
- Ericsson, K. A. (2002). Attaining excellence through deliberate practice: Insights from study of expert performance. In M. Ferrari (Ed.), The pursuit of excellence through education (pp. 21-55). Hillsdale, NJ: Lawrence Erlbaum Associates.
- Feiman-Nemser, S. (1990). Teacher preparation: Structural and conceptual alternatives. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 212-233). New York, NY: Macmillan.
- Feiman-Nemser, S., & Remillard, J. (1995). Perspectives on learning to teach. East Lansing, MI: Michigan State University, National Center for Research on Teacher Learning.
- Fredison, E. (1986). Professional powers: A study of the institutionalization of formal knowledge. Chicago, IL: The University of Chicago Press.
- Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal Educational Psychology, 76(4), 569-582. doi:10.1037/0022-0663.76.4.569
- Goode, W. J. (1969). The theoretical limits of professionalization. In A. Etzioni (Ed.), The semi-professions and their organization: Teachers, nurses, social workers (pp. 266-313). New York, NY: The Free Press.
- Goodson, I. F. (1993). Forms of knowledge and teacher education. Journal of education for teaching international research and pedagogy, 19(4), 217-229. doi:10.1080/0260747930190419
- Greenwood, E. (1957). Attributes of a profession. Social Work, 2(3), 45-55.
- Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31(3), 627-643. doi:10.3102/00028312031003627
- Haertel, E. H. (1991). New forms of teacher assessment. Review of Research in Education, 17(1), 3-29. doi:10.3102/0091732X017001003
- Hollins, E. R. (2011). Teacher preparation for quality teaching. Journal of Teacher Education, 62(4), 395-407. doi:10.1177/0022487111409415
- Housego, B. (1990). Student teachers’ feelings of preparedness to teach. Canadian Journal of Education, 15(1), 37-56. doi:10.2307/1495416
- Housego, B. (2006). Monitoring student teachers’ feelings of preparedness to teach and teacher efficacy in a new elementary teacher education program. Journal of Education for Teaching: International Research and Pedagogy, 18(3), 259-272. doi:10.1080/0260747920180304
- Hoy, W. K., & Woolfolk, A. E. (1990). Socialization of student teachers. American Educational Research Journal, 27(2), 279-300. doi:10.3102/00028312027002279
- Hughes, E. C. (1984). The sociological eye. London, UK: Transaction.
- Ingvarson, L., Beavis, A., & Kleinhenz, E. (2007). Factors affecting the impact of teacher education programmes on teacher preparedness: Implications for accreditation policy. European Journal of Teacher Education, 30(4), 351-381. doi:10.1080/02619760701664151
- Iverson, H. L., Lewis, M. A., & Talbot, R. M., III (2008). Building a framework for determining the authenticity of instructional tasks within teacher education programs. Teaching and Teacher Education, 24(2), 290-302. doi:10.1016/j.tate.2007.09.003
- Kee, A. N. (2012). Feelings of preparedness among alternatively certified teachers: What is the role of program features? Journal of Teacher Education, 63(1), 23-38. doi:10.1177/002248711142 1933
- Keiser, K. A. (2007, November). Between theory and practice: Student teachers’ espoused and observed dispositions. Paper presented at the meeting of the 6th Annual Symposium on Educator Dispositions
- Labaree, D. F. (2000). On the nature of teaching and teacher education: Difficult practices that look easy. Journal of Teacher Education, 51(3), 228-233. doi:10.1177/0022487100051003011
- Lampert, M. (2009). Learning teaching in, from, and for practice: What do we mean? Journal of Teacher Education, 61(1-2), 21-34. doi:10.1177/0022487109347321
- Lanier, J., & Little, J. (1986). Research on teacher education. In M. Wittrock (Ed.), Research on teaching (3rd ed., pp. 527-570). New York, NY: Macmillan.
- Larson, M. S. (1977). The rise of professionalism: A sociological analysis. Berkeley, CA: University of California Press.
- Loadman, W. E., Freeman, D. J., Brookhart, S. M., Rahman, M. A., & McCague, G. J. (1999). Development of a national survey of teacher education program graduates. The Journal of Educational Research, 93(2), 76-89. doi:10.1080/00220679909597632
- Lotan, R. A., & Marcus, A. (2002). Standards-based assessment of teacher candidates’ performance in clinical practice. Issues in Teacher Education, 11(1), 31-47.
- Louden, W. (1992). Understanding reflection through collaborative research. In A. Hargreaves & M. G. Fullan (Eds.), Understanding teacher development (pp. 178-215). New York, NY: Teacher College Press.
- Malinen, O., Savolainen, H., Engelbrecht, P., Xu, J., Nel, M., Nel, N., & Tlale, D. (2013). Exploring teacher self-efficacy for inclusive practices in three diverse countries. Teaching and Teacher Education, 33(7), 34-44. doi:10.1016/j.tate.2013.02.004
- Newcomer, K., & Triplett, T. (2004). Using surveys. In J. S. Wholey, H. P. Hatry, & K. E. Newcomer (Eds.), Handbook of practical program evaluation (pp. 257-291). San Francisco, CA: Jossey-Bass.
- O’Neill, S., & Stephenson, J. (2012). Does classroom management coursework influence pre-service teachers’ perceived preparedness or confidence? Teaching and Teacher Education, 28(8), 1131-1143. doi:10.1016/j.tate.2012.06.008
- Organisation for Economic Co-operation and Development. (2005). Teachers matter: Attracting, developing and retaining effective teachers. Retrieved from http://www.oecd.org/education/ school/34990905.pdf
- Ross, J. A., Cousins, J. B., & Gadalla, T. (1996). Within-teacher predictors of teacher efficacy. Teaching and Teacher Education, 12(4), 385-400. doi:10.1016/0742-051X(95)00046-M
- Schepens, A., Aelterman, A., & Vlerick, P. (2009). Student teachers’ professional identity formation: Between being born as a teacher and becoming one. Educational Studies, 35(4), 361-378. doi:10.1080/03055690802648317
- Schmidt, W. H., Cogan, L., & Houang, R. (2011). The role of opportunity to learn in teacher preparation: An international context. Journal of Teacher Education, 62(2), 138-153. doi:10. 1177/0022487110391987
- Schön, D. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
- Schultz, S. E. (2002). Assessing growth in teaching knowledge. Issues in Teacher Education, 11(1), 49-63.
- Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.
- Siwatu, K. O. (2011). Preservice teachers’ sense of preparedness and self-efficacy to teach in America’s urban and suburban schools: Does context matter? Teaching and Teacher Education, 27(2), 357-365. doi:10.1016/j.tate.2010.09.004
- Soodak, L. C., & Podell, D. M. (1996). Teacher efficacy: Toward the understanding of a multi-faceted construct. Teaching and Teacher Education, 12(4), 401-411. doi:10.1016/0742- 051X(95)00047-N
- Tellez, K. (1996). Authentic assessment. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (pp. 704-721). New York, NY: Macmillan.
- Thomson, M. M., Turner, J. E., & Nietfeld, J. L. (2012). A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates. Teaching and Teacher Education, 28(3), 324-335. doi:10.1016/j.tate.2011.10.007
- Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. doi:10.3102/00346543068002202
- Turner-Bisset, R. (1999). The knowledge bases of the expert teacher. British Educational Research Journal, 25(1), 39-55. doi:10.1080/0141192990250104
- Vieluf, S., Kunter, M., & van de Vijver, F. J. R. (2013). Teacher self-efficacy in cross-national perspective. Teaching and Teacher Education, 35, 92-103. doi:10.1016/j.tate.2013.05.006
- Watt, H. M. G., & Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18(5), 408-428. doi:10.1016/j.learninstruc.2008.06.002
- Webster, N. L., & Valeo, A. (2011). Teacher preparedness for a changing demographic of language learners. TESL Canada Journal, 28(2), 105-128.
- Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68(2), 130-178. doi:10.3102/00346543068002130
- Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2002). Teacher preparation research an insider’s view from the outside. Journal of Teacher Education, 53(3), 190-204. doi:10.1177/0022487 102053003002
- Wilson, S. M., & Youngs, P. (2005). Research on accountability processes in teacher education. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 591-643). Mahwah, NJ: Lawrence Erlbaum Associates.
- Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91. New York, NY: Guilford. doi:10. 1037/0022-0663.82.1.81
- Zaltman, G., and Burger, P. C. (1975). Marketing research: Fundamentals & dynamics. Stanford, CA: International Thomson.
- Zeichner, K. M. (1993). Traditions of practice in U.S. preservice teacher education programs. Teaching and Teacher Education, 9(1), 1-13. doi:10.1016/0742-051X(93)90011-5
- Zientek, L. R. (2006). Do teachers differ by certification route? Novice teachers’ sense of self-efficacy, commitment to teaching, and preparedness to teach. School Science and Mathematics, 106(8), 326-327. doi:10.1111/j.1949-8594.2006.tb17752.x