建構文化互動與理解的師資培育課程之行動研究

An Action Research on Constructing a Teacher Education Course With Cultural Interaction and Understanding

本研究採行動研究，研究目的為建構師資生對多元文化的意識。研究對象為師資生，研究實施於師資培育專業課程—教育社會學，研究時程分為兩個階段—前導性研究與正式研究，分別於110學年度第一、第二學期進行，前導性研究有25位師資生參與，正式研究有15位師資生參與。研究工具包含教師觀察資料、小組口頭報告、師資生多元文化省思報告、研究者反思日誌。師資生透過訪談外籍人士—外籍移工、新二代大學生或境外學生，並將訪談結果撰寫成人物故事，以敘說東南亞人士的故事作為學習內容，藉此了解多元文化的起點並進行探索、反思。研究結果發現，文化互動與理解之師資培育課程對於培養師資生族群關懷、教學省思等能力有相當效益，師資生能產生對不同文化的理解、尊重與關懷，且能思考未來教學場域需要協助不同文化的學生進行學習。

This research adopted action research. The purpose of the research was to plan a teacher education course integrated with multicultural issues and to build pre-service teachers’ awareness of multiculturalism. The research was carried out in the sociology of education. The research had two phases – pilot research and formal research. The research participants were 25 pre-service teachers in the pilot study and 15 pre-service teachers in the formal study. Research tools included teacher observations, group oral presentations, multicultural reflection reports, and teacher reflection logs. The pre-service teachers interviewed foreign migrant workers, new second-generation university students or overseas students. The pre-service teachers wrote a character story based on the results of the interviews. The research results showed that the teacher education course of cultural interaction and understanding was quite effective in cultivating the ability of pre-service teachers to care and reflect on teaching. The pre-service teacher would respect and care for different people and cultures, and could think about how to assist their students of different culture to learn in the future teaching field.