The Study of Education Professional Cognition of Students who major in Elementary Teacher Education Program

• Main Authors: Fang-Chu Kuo, 郭芳朱
• Other Authors: 顏火龍
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/61754199786379022214

碩士 === 臺南師範學院 === 教師在職進修學校行政碩士學位班 === 90 === The study mainly aims at realizing the present statue and cultivation of education professional cognition of those students who major in elementary teacher education program and researching the differentiations among those students’ education professional cognition under various background varieties. The researched population focuses on nationwide university students studying in elementary teacher education program; the researching sample comes from the students who currently major in elementary teacher education program at Chang Jung Christian University. The study carries out a research on all of these students and utilizes research tools of the book “Education Professional Cognition List” by Professor Liu, Chun-Jung (1997) and SPSS for windows and the statistics methods of single-factor variety analysis and t-test for data analyses, the results are concluded as follows： 1.It produces positive characteristics for the overall education professional cognition levels of those students. 2.There is no significant difference between femal and male students, education professional cognition. 3.To professional courses, there is no significant difference between the overall education professional cognition and respective scales of students. 4.There is no significant difference in any dimension of the overall education professional cognition among those students who take electives in different courses. The study, based on the aforementioned conclusions, further proposes the following suggestions： 1.The quality of designs for professional education courses matters more than the quantity : the course, therefore, designs of professional education should be more serious, so that those students are able to gradually accumulate their specialized educational knowledge. 2.The selections of students should emphasize their internal motives : although the selections of students vary at universities, the internal motive for being a teacher of a student should be a first priority to be considered. 3.A kind of cooperative model between general universities and Teachers colleges/universities should be established: more experience exchanges with Teachers schools as well as the continuous efforts in the fields of practical education, on-job training, and counseling should be made. 4.Our suggestions to the future study directions: to make a deep understanding of cultivating diversified teacher efficiency, we should proceed throughout and sustained researches for the future.