大學師資培育社會責任的指引：師資生跨領域學習的挑戰與因應策略之探究

Guide for Social Responsibility in University Teacher Education: Exploring Challenges and Strategies of Interdisciplinary Learning for Teacher Education Students

本研究旨在探究大學師資生參與跨領域學習的挑戰與因應策略，期望可作為大學師資培育單位推動社會責任的參考指引。採取質性的半結構訪談法，邀請大學師資生、中小學教師以及大學校院之專家學者為研究對象。研究結論包括：一、師資生跨領域學習的挑戰，包含概念認知引導不清、數位資訊素養不足、人際間溝通的磨擦等三方面，分別傾向認知、技能與情意的概念。二、師資生跨領域學習的因應策略，包括教學相長的知識共學、數位工具的自主學習、從行動參與省思學習等三方面，形成認知、技能與情意的交互作用。三、在師資生跨領域學習的過程，學習策略的應用為重要基礎。最後，根據研究結論，提出具體的建議。

This study investigated the challenges and strategies of university teacher education students’ participation in interdisciplinary learning, in order to offer suggestions for the organizations of university teacher education to promote social responsibility. Qualitative and semi-structured interviews were conducted with the university teacher education students, elementary and secondary school teachers, and university experts and scholars as the research subjects. The findings of the study included the following. (1) The challenges of interdisciplinary learning faced by teacher education students included the three aspects of unclear guidance for concept cognition, insufficient digital information literacy and friction in interpersonal communication, which were tended to the cognitive, skillful, and affective concepts respectively. (2) The response strategies of interdisciplinary learning for teacher education students included the three aspects of the co-learning of knowledge through teaching benefiting teachers and students alike, independent learning with digital tools, and participation in reflective learning through action, forming the interactions of cognition, skill, and emotion. (3) In the process of interdisciplinary learning for teacher education students, the application of learning strategies was an important foundation. Finally, specific recommendations were proposed based on the research findings.