| Summary: | 碩士 === 國立屏東教育大學 === 教育學系 === 98 === Abstract
Graduate students’ leaning is seldom a topic in the research of teaching and learning in Taiwan. The purposes of this study are to inquire the pedagogical relation and politics of pedagogy of graduate students’ leaning in Department of Education. It is hoped that this study can bring deeper understanding of how graduate students develop, refine, and elaborate their relationship with professors and advisors, and also analyze how they sense and deal with the power relation in learning. The method of interview was employed.
The study finds that the development of pedagogical relation is not an important agenda in graduate school in Department of Education. The professors and graduate students hardly have chances to have a conversation inside and outside the classroom. Even if they do, the focus is on knowledge rather than the noncognitive aspect of learning in terms of the purpose of study or the linkage between habits of knowing and ways of being. The pedagogical relation (van Manen’s concept) is only seen in the advisor-advisee relationship, and power plays an important role in shaping it.
The participants have an image of “good student” in mind and act upon it. And they also develop a “good teacher” image and evaluate the professors based on it. Most of the subjects the participants study are in the fields of curriculum and instruction. They would apply the theories to examine the instructors’ teaching and preaching. However, they will never mention the discrepancy to the instructors since no one consider this is appropriate. Being silent is an interesting issue in politics of pedagogy. Some of the participants think that being silent is a way of representing students’ power and showing their subjectivity.
Key words: graduate school in Department of Education, graduate students in Department of Education, pedagogical relation, politics of pedagogy, leaning experience of graduate students
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