The Inquiry of Pre-service Teachers' Learning Experiences
The purpose of this study was to explore elementary pre-service teachers' learning experiences under the teacher education in a teachers college in central Taiwan. Based on the purpose， the qualitative method was used to collect the data. Ten pre-service teachers were interviewed. The results of the study are as follows.1. Teacher education curriculum: Most of pre-service teachers thought that teaching material and teaching method courses as the most important. The courses which were too theoretical do not help teaching. General courses， such as music， art， raised the basic teaching ability， and psychology courses were fundamental and practical. During practicum pre-service teachers realized teaching is not an easy job. Applying what they had learned to their teaching brought them a lot of confidence and sense of achievement.2. Curriculum and career development: Pre-service teacher deemed professors， curriculum， and students' belief all affect learning outcomes. When freshman or sophomore， they were not serious about learning and didn't know the importance of career planning until the second semester of sophomore. They suggested all freshmen have career orientation.3. Look forward to learning more: While student teaching， pre-service teacher found they weren't adequate enough. They regretted not taking more courses that helpful to teaching. They expected to have varieties of choices as other universities， such as exchange students system， English courses， and high-school teacher education program.
|關鍵詞||課程、師資培育、生涯發展、Career Development、Curriculum、Teacher Education|