The Research on career development process and career barriers of vagabond teachers who graduated from teachers college

• Main Authors: Han-shih Chiu, 邱涵仕
• Other Authors: Fei-Chuan Chen
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/36912384887686619947

碩士 === 雲林科技大學 === 技術及職業教育研究所碩士班 === 96 === This study aimed to explore the career development process and career barriers of “vagabond teachers” (unemployed teacher) who graduated from teachers college. From the reason why they entered teachers college, life in the school, internship after graduation to their experience of participating in teacher selection, the various changes of these unemployed teachers in the career development process all reflect the particular phenomenon under the reform of teacher’s training policy that supply is greater than the demand. The researcher of this study was also one of the vagabond teachers. Thus, based on the viewpoint of hermeneutics, the researcher used in-depth interviews and the concept of the hermeneutics circle to present the stories of this group of vagabond teachers and further analyzed the career barriers facing them. Data collected from four interviewees were analyzed and induced. It was concluded that the career development process of vagabond teachers who graduated from teachers college is as follows: 1. Entering the teachers college for various intentions. 2. Having little understanding about the future career market. 3. Driven by various motives to select the internship school. 4. Taking supplementary courses to prepare for teacher selection tests. 5. Strategies for taking teacher selection tests may vary from person to person. 6. Serving as a substitute teacher to accumulate experience and maintain economy. The factors affecting the career development of vagabond teachers include: 1. The background / environmental aspect: (1) Large variations in teacher selection tests. (2) Insufficient information 2. The personal and psychological aspect: (1) Idleness and laziness (2) Age (3) Impact of negative emotions 3. The social and inter-personal aspect (1) Family pressure (2) Discrimination on substitute teachers Finally, according to research conclusions, suggestions were proposed for: 1. Students taking education courses 2. Teacher training institutes