| Summary: | 碩士 === 國立臺北藝術大學 === 藝術與人文教育研究所 === 97 === The purpose of this study was to explore the influence teacher education students’ participation in service learning had on their learning attitudes. Quantitative and qualitative research methods were both utilized to achieve this goal. For quantitative data, the researcher conducted a survey with the self-composed “Questionnaire on Learning Attitudes of Teacher Education Students at Taipei National University of the Arts” to understand how students of teacher education had changed their learning attitudes towards and their perceptions of teacher education after they participated in the Arts Education Service Team (AEST). For qualitative data, the researcher prepared an outline of an open interview and interviewed members of the Fourth Year AEST of Taipei National University of the Arts. During the in-depth interviews, the changes of their learning attitudes taken place while they were in the camp were used to examine the transformation of their learning attitudes towards teacher education courses before and after they had taken pre-camp training and officially journeyed to someplace for field teaching, in addition to the changes in how they viewed the teacher education, their peer, the environment, facilities and students of the school which they serviced, and the changes occurred to their self-confidence and enthusiasm for teaching, so that changes of these students’ attitudes towards their studying teacher education after service learning as well as the main factors that led to these changes were understood.
The findings of this study are as follows:
1.Service learning helps teacher education students develop good learning attitudes towards teacher education courses.
2.Service learning noticeably enhances teacher education students’ understanding of actual teaching environment.
3.The experience of service learning allows teacher education students to re-examine their learning attitudes as well as their thoughts on teacher education courses, their peer and how they study.
4.The experience of service learning affects teacher education students’ enthusiasm and self-confidence.
Based on the findings, concrete suggestions are provided to teacher education units, teacher education students and future researchers for reference.
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