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篇名 |
支持較年長學生修習師培教育:理論的觀點
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並列篇名 | Mature students in teacher education: A theoretical perspective |
作者 | 江淑真 |
中文摘要 | 本文從理論探討的觀點支持較年長的學生修習師培教育。首先回顧台灣的師培教育政策演變,結果發現大學畢業後但仍欲從事教師一職的成年人們,與年紀較輕且仍在學的大學同儕相較,長久以來一直處於邊緣化地位。根據東西方的理論觀點,本文選用30歲為分野來探討較年長學生適合從事教職的原因:在美國及歐洲多個先進國家所觀察到的「轉大人」(emerging adulthood)理論,其中提及現代二十幾歲的年輕人們有著延緩進入成人角色的趨勢,例如:長期且穩定的工作、進入婚姻以及養育子女。因而經過相對變動的二十幾歲而進入30歲之後的人生階段應漸趨穩定,此一觀點恰巧呼應長久以來影響台灣社會甚鉅的孔子思想「三十而立」。本文以理論的觀點來回應實徵資料中所顯示,比起年輕同儕,較年長學生擁有更適合從事教職的社會心理特質。在此支持較年長 學生修習師培教育的前提下,提出相關建議與其政策啟示。 |
英文摘要 | This paper supports mature students participating in teacher education on the basis of a lit- erature review. After reviewing the development of teacher education policy, I found a histori- cally marginalized status for post-graduate adults who intend to be a teacher, compared to their younger peers who still enroll in college. Age 30 as the cutoff is driven by both theoretical per- spectives, including the phenomenon of emerging adulthood observed in the U.S. and advanced countries in Europe. Emerging adulthood refers to today’s youth delay to enter their fully adult roles such as a stable job status, marriage and parenting. Therefore, age 30 should be considered a new life stage after the volatile period of one’s 20s, which corresponds to the statement of At 30, I took my stand in a Confucius-influenced society like Taiwan. With theoretical perspectives, this paper aims to reflect the evidence shown in empirical studies: mature students expressed themselves as more psycho-socially suitable for the teaching profession than their younger counterparts. Given this, suggestions and policy recommendations were provided. |
起訖頁 | 91-110 |
關鍵詞 | 較年長學生、師培教育、師培政策、mature students、teacher education、teacher education policy |
刊名 | 教師專業研究期刊 |
期數 | 201406 (7期) |
出版單位 | 國立嘉義大學 |
該期刊 上一篇
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