“教师是否为专业?”——台湾师范生《教育社会学》课堂论辩结果的实证探索

“Teacher as Profession?”——The Outcome of Classroom Debates in the Sociology of Education Course for Pre-service Teachers in Taiwan

在为师范生开设的《教育社会学》课程中,通过采用课堂论辩法,帮助未来教师澄清关于'教师职业是否为一种专业'的理论应然和实践实然。为了分析师范生的自陈立场和论点,对568名师范生的1,860条论点进行了质性分析。结果表明,获得支持'教师是专业'立场者共计360名,占63. 9%;不支持者共计190名,占33. 45%;未表态者共计18名,占3. 16%。研究认为,中国台湾师范生对'教师是专业'有正向支持的价值倾向,但存在一定的质疑声音,需要在教师培养和培训中得到高度重视。

This study aims to explore the topic of'teacher as profession'and clarify the gap between the theory and the practice.It also aims to cultivate prospective teachers’professional role,identity and educational sentiment by introducing the classroom debate method in the selective'Sociology of Education'course.Through the qualitative research analysis of the self-report and prospective teachers’position on'teacher is professional',among 568 pre-service teachers,360(63.9%)reported positive attitudes.Other 190 prospective teachers(33.45%)reported negative attitudes.Further,18 prospective teachers did not express their position.This study identified that prospective teachers have a positive value on'teacher as profession',but there still needs further verifications for recognizing the meaning of the'teacher as profession'.