The Study between Education Professional Cognition and Teaching Willingness of Students from Different Elementary Teachers’

• Main Authors: Shu-Ling Yu, 游淑玲
• Other Authors: 林新發
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/20084219629107760050

碩士 === 國立台北師範學院 === 國民教育研究所 === 89 === The purpose of this study is to inquire the relationship between education professional cognition and teaching willingness of students from different elementary teachers’ training models, and make conclusions and suggestions practically, hoping to offer some references to educational administration authority and teacher education institution to improve the education professional cognition and teaching willingness. The research methods are literary analysis and questionnaire survey. First, to search related literatures, and inquire the meanings, dimension and the measurement of education professional cognition and teaching willingness, and then to inquire the relationship between the two. In addition, to use the questionnaire by mails to investigate the related information of education professional cognition and teaching willingness of students from different elementary teachers’ training models, and analyze and discuss the results. Finally, make conclusions from the discovery of the research. The samples of this study are 1312 students of 15 public and private universities training elementary school teachers in Taiwan. The results of the survey are analyzed by means, standard deviations, one-way ANOVA, Pearson’s product-moment correlation, and multiple stepwise regression analysis. Six conclusions are derived as follows: 1. The education professional cognition of students from different elementary teachers’ training models are beyond the average level and partially reach significant difference level. 2. The teaching willingness of students from different elementary teachers’ training models are mostly beyond the average level and reach significant difference level.. 3. The education professional cognition and teaching willingness of students from different elementary teachers’ training models are partially differentiated by the varied causes of gender. 4. The higher the education professional cognition of students from different elementary teachers’ training models is, the higher the teaching willingness is. 5. There are medium and low level of positive correlation between the whole and every dimension of students’ education professional cognition and teaching willingness. 6. The education professional cognition of students from different elementary teachers’ training models has medium level of explanation of the whole and every dimension of teaching willingness. Finally, according to the above conclusions, the study provides many specific suggestions about the teacher education institution, educational administration authority, students and future relative researches.