A Research of Pre-service Teachers’Professional Growth in Service Learning --A case study of Tam-Kang University Teaching Service Team

• Main Authors: Shu-Wei Yeh, 葉書瑋
• Other Authors: Hsiao-Hua Hsueh
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/46774394407498595157

碩士 === 淡江大學 === 高等教育研究所碩士班 === 97 === The purpose of this study was to investigate pre-service teachers’ growth of professional knowledge amd general knowledge and professional attitudes in service learning. To reach this goal, the researcher adopts the methodology of qualitative analysis. First of all, this research begins with the literature review with service-learning theory and the growth of pre-service teacher’s profession. Then, the researcher takes the Teaching Service team in Tam-kang University as the case study. By participating in the Teaching Service group’s activities . The researcher can observe their process, action research, interviews, report of achievements with them and analyze the data from the group.Collected data used Teaching team curriculum plan、conference records interview records.Through document analysis, observation, interview and data analysis Based on result of analysis, the researcher gets the conclusion below： A.The practice of service-learning influence on pre-service teacher’s development of professional knowledge. 1) Pre-service teacher’s reflection on their service-learning process and the relationship with the development of professional knowledge. 2) Pre-service teachers discover though the pre-service teachers are enthusiastic in teaching, they are in lack of profession skills in service learning. 3) Pre-service teacher re-examines the essence of knowledge and teaching. 4) The development of enduction enthusiasm by teaching pupils in remote districts. B.The Teaching Service Team influence on the development of professional skills to pre-service teacher. 1) Collaborative teaching’s influence on pre-service teacher’s professional knowledge. 2) Pre-service teacher’s professional beliefs and values in collaborative experience of hidden curriculum 3) The added values of professional development from Teaching Service Team experience to pre-service teacher. Based on above mentioned conclusions, the researcher provides suggestions for the pre-service teachers, Teaching Service Team, Teacher Education Institutions and the future researchers.