- 作者: 康自立; 吳天方; 吳天元
- 作者服務機構: 國立彰化師範大學工業教育研究所; 國立彰化師範大學工業教育系
- 中文摘要: 教育乃國家之根本,而教育理想的實現與教育方針的貫徹,則有賴於優秀而健全的教育人員·在教育人員之中又以從事教學上作之教師圾為重要·其素質與能力更人接影響到教育成果的品質,影響我國工業職業教育發展的主要因素有師資、課程、設備、教材等,其中又以師資的良窳最為重要,本研究之目的乃在探討優良工職教師應具備之能力,所研究之主題包括: (1)工業工科專業教師應具備的能力及學經歷。 (2)合格工科教師應修的專業科目學分數。 (3)專業教師應具備的實際工作經驗。 (4)根據研究結果作為工科專業教師課程發展、師資在職訓練及教師甄選辦法之參考· 本研究以七十七學年度現有全國162所工業職業學校,包括農工職業工科學校、工商職業學校、商工職業學校、工業家事職業學校、綜合中學的教師及師範校院之工教系教師為母體群。共計l,228位工職教師及40位師範校院工教系教師參與本研究· 本研究之工具係研究者自編之「工業職業學校專業教師能力之研究」調查問卷,其內容包括以下能力項目:工業教育專業能力,課程發展的能力,教學準備的能力,實施教學的能力,教學評量的能力,教學管理的能力,輔導學生的能力,推展公共關係與人際關係的能力,推展建教合作的能力,學校行政能力和專家角色的能力· 對於每一問卷題目填答者需要填答實習教師、經驗教師和精通教師所應具備的能力及填答者具備該能力的情形·統計方法包括平均數,標準差,卡方考驗和t考驗等。 本研究之主要發現如下: 1.工職工科專業教師應具備的能力包括:工業教育專業能力(八項),課程發展的能力(四項),教學準備的能 力(七項),實施教學的能力(十一項),教學評量的能力(九項),教學管理的能力(九項),輔導學生的能 力(九項),推展公共關係與人際關係的能力(七項),推展建教合作的能力(六項),學校,行政能力(三項) 和專家角色的能力(六項)。 2.工科專業教師應具備大學工業教育學系畢業或大學工學院畢業之學歷。 3.工科專業教師應修學分之專業科目學分數,以20至30學分為宜。理想之學分數為40學分以上,可於在職進 修時逐步完成。 4.工業專業教師應具備二年的實際工廠工作經驗。 5.目前工科專業教師之專業能力一般而言均未達理想狀況。 本研究主要建議如下: 1.工科教師應共備七十九項專業能力。可於以下科目中涵蓋這些能力:工業教育概論,工業教育課程發展與評鑑、 工業科目教學評鑑,教學實習,專業能力測驗方法研究,工場規劃與管理,工場安全與衛生,職業輔導、建教合 作的理論與實施,學校行政工業教育研究法與統計,專題研究和專業科目· 2.工科專業教師宜具有師範大學工業教育系或大學工學院之學歷。大學工學院畢業先應經由教育學分班方式充實其 應具能力· 3.工科專業教師在校修習之與所任教之專業科目學分數至少有20至30學分· 4.師資之任用,進修及甄選均應以此七十九項工科專業教師應具備之能力為主要依據,以研擬相關辦法,
- 英文摘要: Education is a basic foundation stone of a country. The fulfillment of our educational ideasdepends upon well-educated teachers. The quality of these teachers will influence the quality ofeducational outcomes. Therefore, the purpose of this study was to investigate the competenciesrequired for vocational industrial teachers in Taiwan. Specifically, four items were pursued: (1). To identify qualified teachers' competencies; (2). To determine the credit number of technicalcourses for qualified industrial teachers; (3). To determine degree and the length of workexperience of qualified industrial teachers; (4). To develop recommendations for designingindustrial teacher curriculum and in-service training programes, and select professional teachers. The questionaire used in this research was designed according to the related literature."It con-tained competencies in eleven categories: professional capacity, curriculum development, instruc-tional t)renaration. instructional execution. instructional evaluation. instructional management,guidance, school community relations, cooperative education,school administration,and protes-sional role. A total of 1368 questionaires were sent to the sample to collect necessary data, and1,002 were returned. The major findings were: (1). A competent teacher should have all the competencies in thequestionnaire; (2). Twenty to thirty credits of technical courses should be taken by a competentindustrial teacher; (3). Graduates from either industrial education or engineering programs shouldbe competent industrial teachers; (4). One to two years of work experience in industry should berequired for competent industrial teachers. From the above findings, basic requirements forqualified industrial teachers can be reached for the use of teacher education, in-service trainingprograms and teacher selection. Recommendations include: (1). Vocational industrial teachers should have the identifiedcompetencies in order to function well on their jobs. (2). A bachelors' degree in engineering orindustrial education,twenty to thirty credits of technical course and one to two years of workexperience should be considered to be the minimum requirements for qualified industrial teachers.Engineering majors need to be trained in the identified competency areas. (3). A series ofprofessional courses with an aim to perpetuate required competencies should be recognized as corecourses for industrial teacher education curriculum and in-service training programs.
- 中文關鍵字: industrial education; vocational education; teacher education competencies; teacher certification; in-service training; curriculum
- 英文關鍵字: --