Preparing ideal teachers--A case study of a university’s primary teacher education program

• Main Authors: Hsiao-Ping Lin, 林曉萍
• Other Authors: Shu-Fang Chen
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/96868087544354474224

碩士 === 臺東師範學院 === 教育研究所 === 90 === This study explored the operation and negotiated practice of a university’s primary teacher education program. Its purpose is to understand how the idea of an alternative teacher preparation program is formatted and transformed into practice. The influential forces that assist or hinder the operation of the teacher preparation program were also analyzed. Since the university has shared a responsibility in training primary teachers from 1995, it is important to learn whether the teacher training program integrates the university culture and makes it different from or better than the traditional programs in the teachers colleges. The study also aimed to know the target university’s performance of primary teacher education program and how it compromises between ideal and realistic world. Based on case study method, several approaches were employed including interview, observation and document collection. Target university was selected based on several criteria. The researcher entered the field from middle March 2002 through the end of April 2002. Interviews were conducted with the chair of teacher education program, two faculty, two staffs and nine students. There were in total 15 interviews, 15 classroom observations and 14 office observations. The results were reported in three layers: （1）The idea of the target university’s primary teacher education program is both personal and practical orientated.(2) Special curricular policy and several additional assignments were designed for fulfilling the program’s idea. Much attention was paid to pre-service teachers’ internship. (3) There were three major sources of influential forces that assist or hinder the operation of the teacher preparation program, including the university itself, the Ministry of Education, and the collaborative elementary schools. According to the findings of this study, several themes relating to how the alternative teacher education program could succeed in the university were proposed.