年紀有差嗎？來自30 歲左右師培 研究生們選擇進入教師職涯的省思

Age Matters? Insights from Mature Graduate Students in Their 30s in Teacher Education

根據國內外實徵研究發現，比起年紀輕的同儕，多數年紀較大者，較具有適合從 事教職的社會心理特質。為了解這群師培生們，如何看待自我進入教職的選擇，且年 歲的增長，如何與其教學的相關信念與內在動機產生關聯，本研究訪談13 位約30 歲左右且正在修習職前師資教育的研究生。初步研究發現：這群年長師培生適合教職 的社會心理特質乃植基於先前經驗與年紀帶來的成熟度，三十而立對於邁入穩定人生 階段的渴望與教師職涯的契合度，以及凸顯出師資培育提供者需回應這群年長師培生 需求的挑戰。正視這群年紀較大的成年人再度進入大學並修習職前師資教育的需求， 預期將有效回應日前多元化且富彈性的師資培育建議走向；再者，本研究結果可供師 資培育機構與教師們檢視其年長師培生的需求。文末提出對職前師資教育的相關建 議。

Learning from empirical research， mature adults have more suitable characteristics psycho-sociologically to be a teacher than their younger peers. To realize how the mature students consider their decision of entering the teaching profession， and how the increase in age is associated with their beliefs in teaching and the intrinsic motivation， this study interviewed thirteen mature teacher students in their 30s. The primary findings show: the characteristics of psycho-sociologically to be a teacher are derived from prior experiences and maturity in age， individuals at the age of 30 longing for settling down in a stable stage in life fit well with the teaching profession， and teacher education providers should respond to the need of mature students， seeing it as a challenge. It is expected to correspond to the trend of diverse and flexible teacher education effectively if we could realize the need of the group of mature adults， who decided to participate in the teaching profession. Moreover， the findings can help teacher education institutions and teacher educators review the needs of their mature enrollees. Suggestions to the teacher education were provided.