| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 93 === In this research, I interviewed seven focus groups formed by full-time graduate students of educational department. I also analyzed related documents and told my own story, wishing to inquire the learning experiences and learning situations of full-time graduate students in graduate schools of education from their/our own perspectives. The results of this research are as follow:
1. The images of graduate schools of education full-time graduate students of educational department dream of could be sorted into ten types. The educational aims mainly include four categories. Besides, most images are similar to “enhance one’s ability” in one of the educational aims of graduate schools of education. They/ We seldom talk about the image of practical dimension.
2. The motivations of full-time graduate students of educational department studying in graduate schools of education are divergent. Moreover, the motivations between Normal university graduates and non-Normal university graduates differ. Some study in graduate schools of education for utilitarian concern, some are influenced by others’ expectation, still others want to accomplish their self-realization.
3. Their/Our first impressions of graduate schools of education can be sorted into positive and negative feelings. Those who took educational courses in college have better adaptation in graduate schools life of education than those who didn’t. Whether they/we have work experiences or not, they/we all feel outer and inner financial pressures.
4. The curricula of graduate schools of education are based on methodology and basic theory of education. Also, “no class would be shut down” is accepted through common practice. Full-time graduate students of educational department are not satisfied with the existing curricula. Therefore, they/we have come up with many survival strategies for taking courses. Most students have negative feeling for the class which is based on students’ reports. They/We prefer teachers’ narration. Although graduate students of educational department are willing to attend symposiums that arouse their/our interests, they/we still have negative reaction on it.
5. The student-teacher rate of each graduate schools of education differs widely. The interaction between students and teachers in class are confined to only several teachers. The informal interactions are rare. The directing styles of supervisors can be sorted into seven types. Also, graduate students as research assistants have complicated feeling when interacting with the hosts of the projects. When their/our supervisors are also their/our hosts of the projects, the oppressed relationship between students and teachers will deepen.
6. Schoolmates are their/our supporters, learning models and conversing subjects. Most graduate students of educational department have positive feeling for private interaction with one another. Also, unity will bring joy to cooperation of assignment. However, those who don’t join discussion in class, don’t cooperate positively will leave bad impressions on the experiences of peer interaction.
7. Most graduate students of educational department doubt the way of assisting administrative affairs and wonder who they/we are. Furthermore, assisting administrative affairs has become one of the pressures in graduate schools of education. As far as interacting with administrators is concerned, although some deserve to be followed, unequal relationship between students and administrators still exists.
8. Generally speaking, graduate students of educational department have positive attitude toward the learning process in graduate schools of education. The growth can be sorted into five dimension : the change of value, the strengthen of self-ability, the broaden of knowledge, be able to do more reflection and affective growth.
9. The future plans of graduate students of educational department include graduating from graduate schools and finding a job smoothly, going further studies after finding a job, switching to other fields, keeping teaching, and practicing education. However, some people still haven’t thought about their future plans.
10. Graduate students of educational department may encounter such learning difficulties as lacking learning stimulant and resources, heavy pressures of studies, finance, thesis, peer and administrative affairs, restriction on elective courses, bad time management, learning loneliness, learning frustration and lacking conversing subjects.
11. I’ll pose some problems and reflections that graduate students of educational department may face in the light of higher education, educational departments and related people.
According to the results of this research, I’ll bring up related inspirations in the light of higher education, educational departments teachers, graduate students of educational department and researchers that are interested in similar issues in the future.
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