中學教師甄選口試題目圖像及其教育理念之研究

The Concrete Picture of Oral Exam Questions in Middle High School Teacher-selection Interviews and Its Hidden Educational Beliefs

本研究旨在運用概念構圖法，了解潛藏在教師甄試4，901題口試題目下的教育理念。透過具體圖像的呈現，可了解口試委員的抽象知識表徵。本研究選取異質性的20位利害關係人，針對16大類組進行概念構圖之分析。研究結果得知，口試題目共分為四個面向：(一)教師專業知能（如專業知識、教學能力、輔導知識、班級經營等）；(二)個人核心價值（如個人價值、自我介紹、人際關係）；(三)個人先備知能（如實習教師）；(四)公民組織行為（如行政服務等）。另外，藉由三大指標之評比，可了解口試題目之相對重要性。藉由本研究，可以了解：(一)在時間充裕下，口試所應包含的面向；(二)在時間緊迫下，如何選擇最重要的議題成為口試題目。

This study aimed to apply concept mapping to understand the hidden educational constructs of 4，901 oral exam questions in teacher-selection interviews. The presentation of concrete figures facilitates the understanding of interviewers’ abstract knowledge. A total of 20 participants came from various backgrounds. Sixteen categories of questionsfrom teacher-selection interviews were analyzed with the structured conceptualization of concept mapping.Results show that there are four dimensions of oral exam questions: (1) teacher’s professional knowledge (i.e. professional knowledge， teaching ability， counseling knowledge and ability， class management， etc.); (2) personal core value (i.e. personal value， self introduction， and interpersonal relationship， etc.); (3) personal working experience (i.e. pre-service teacher experience， etc.); (4) civil organizational behavior(i.e. the availability of administrative service， etc.). In addition， the ratings of three indexes reveal the relative importance of the oral exam questions. Implications of this study are: (1) Within the sufficient time， the certain facets of the oral exam questions should be included; (2) Under time pressure， the limited critical oral exam questions should be selected.