Applying Q Methodology to Competency of Teaching Assistances in the Higher Education

• Main Authors: Fei-Hsiu Chien, 簡妃秀
• Other Authors: 張瓊穗
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/y637rj

碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 106 === Decades of emphasis on research over teaching in Taiwanese universities has considerable influence on how collegiate professors instruct, mentor, and inspire students. The focus of higher education is the cultivation of professionals and requires quality teaching. Therefore, professors must be equipped with better teaching knowledge and skills to improve education. However, other commitments such as research, guidance, and student services constitute a sizable burden, and if confronted with teaching innovation, this burden will be unbearable. Thus, this study aims to investigate whether teaching assistants (TA) can fulfill this niche and provide instrumental help to instructors. The Q-methodology was used in this study. The framework of this research came from the revised survey questions in the "University Career & Competency Assessment Network (UCAN)" of the Taiwanese Ministry of Education. 49 Q-direct descriptive questions were asked regarding eight aspects of TA competency. Research samples included TA, instructors, and staffs associated with the TA management to understand their subjective views about TA competency. The results from the first sample group composing entirely of TAs yielded four aspects of TA competency. The second sample of instructors, TAs, and TA management staff also yielded four aspects. Hopefully, this study can provide a useful reference for TAs, instructors, and TA management staff.