• 作者： 王秀槐;符碧真
• 作者服務機構： 國立臺灣大學教育學程中心
• 中文摘要： In recent teacher education reform in Taiwan, regular universities have established teacher education (TE) programs to prepare graduate students to become committed teachers. Since graduate students are generally expected to be trained as researchers or enter positions in their field of study, why then do some graduate students choose to enter the TE program? This study explores the motivation and commitment of graduate students in the TE program of a research-oriented university. Twelve students with a balanced variation in gender, level of study, field of study and job prospect were selected for in-depth interviews. Important findings include: (1) most of the students are attracted by intrinsic and idealistic motives to teaching, among which the theme of knowledge stands out; (2) their entry into teaching is not facilitated by such traditional factors as easy access or identification with teachers, but mainly by informal instructional experiences; and (3) based on their degree of commitment, these students are categorized into five groups: (i) devoted visionaries, (ii) devoted teachers, (iii) ideal explorers, (iv) job holders and (v) the uncommitted; (4) there is a close relationship between their motivations for entering the TE program/career in teaching and their degrees of commitment to teaching; (5) gender does not seem to be closely related to the degree of commitment to teaching; however, those males highly committed to teaching tend to aspire to have a greater influence on education. This pioneering study sheds light on our understanding of the motivation and commitment of the graduate-level teacher trainees in the new teacher education system in Taiwan and invites further research in this area.
• 英文摘要： 新制師資培育制度下， 一般大學陸續設立教育學程，招收研究生以培養素質與任教熱誠兼具之教師。研究所旨在提供專業學術訓練，培養專業及研究人才，何以研究生要報考教育學程，選擇投入教育行列？本研究旨在探討研究型大學之研究生報考教育學程之動機及對未來任教的投入程度與熱誠。研究者針對十二名來自不同學科領域與就業機會的男女碩博士班學生，進行深入訪談。訪談資料經質化分析後獲得以下重要結果：(1)大部分學生懷抱理想性動機報考教育學程，尤其希望日後成為能應用所學並不斷研究的教師；(2)大部分學生認為進入教職並非一條容易的路，過去的中小學老師對其報考學程並無正面影響，反而是本身非正式的教學經驗為報考學程的主要助力；(3)十二位學生依據任教熱誠可分成五類：泝熱忱遠見者沴熱忱教師沊理想探索者沝捧飯碗者及沀未入門者；(4)五類教職投入程度不同者各有其不同的參與動機，參與動機與教職投入程度之間的關係密切；(5)性別與教職投入程度並無明顯關係，但投入程度高之男性希望未來對教育能有較大層面的影響。由於迄今鮮少學者進行有關新制師資培育制度下研究生報考教育學程的動機與任教熱誠之研究，本研究結果對此一領域提供了相當啟示。
• 中文關鍵字： teacher motivation, teacher commitment, graduate students, pre-service teacher, teacher education
• 英文關鍵字： 報考動機，任教熱誠，研究生，師資生，師資培育